promoting educational achievement of young language learners through the brain-based learning strategies: different learning styles at esp courses in focus

The current research aimed at exploring the impacts of the cooperative jigsaw tasks on pre-intermediate efl learners willingness to communicate (wtc). in so doing, sixty pre-intermediate efl learners were randomly selected at a private english language school. they were divided into three homogenous groups (i.e., two experimental and one control group). the two experimental groups comprised male (n = 20) and female (n = 20) learners. both groups received cooperative jigsaw tasks. however, the third group received the conventional treatment. one-way anova and two paired sample t-tests were run to analyze the data. the results revealed that there was a significant difference among the groups in the wtc. the findings indicated that the jigsaw task was effective in promoting learners’ wtc and the cooperative relationships among the learners. these further gave students the chance to work on negotiating meaning. moreover, the findings indicated that the female learners outperformed the male in the wtc. this study provided pedagogical implications for language teachers and curriculum designers to consider the role of jigsaw tasks and learners’ differences in the process of english language teaching and learning.