The Effect of Dictogloss and Jigsaw Collaborative Output Tasks on Iranian EFL Learners’ Development of Conditional Sentences: Insights from Mobile-Assisted Task-Based Language Teaching

Drawing on the tenets of Task-Based Language Teaching (TBLT), this study aimed to investigate the impact of dictogloss and jigsaw tasks, facilitated by Mobile-Assisted Language Learning (MALL), on the acquisition of conditional sentences and perceptions among Iranian intermediate EFL learners. The participants included 75 learners aged 13 to 20. Following the results of an Oxford Quick Placement Test (OQPT) to ensure homogeneity, the participants were divided into two experimental groups (dictogloss, n = 25; jigsaw, n = 25) and one control group (n = 25). The experimental groups were provided with dictogloss and jigsaw tasks through Telegram. They were expected to produce the target grammatical forms while they were communicating with their peers. The results of the paired samples t-test and one-way ANOVA revealed that using dictogloss and jigsaw tasks through MALL, namely receiving instruction on mobile devices via the Telegram application, which supports both textual and voice messaging, resulted in significant improvement for the EFL learners compared to the control group. In addition, no significant difference was detected between the two experimental groups’ grammar learning. The results of the semi-structured interview uncovered that learners favored mobile-assisted TBLT due to its prominent benefits, namely engagement, motivation, interactivity, and collaboration. On the implications side, it is suggested that incorporating MALL into dictogloss and jigsaw tasks allows learners to engage with the language, collaborate with peers, and receive immediate feedback. This can help improve their overall grammar skills.