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Writing remains a challenge for English as a Foreign Language (EFL) learners worldwide, especially for Vietnamese learners. The efficacy of cooperative learning has been demonstrated in the writing teaching and learning process. However, limited research has examined the particular impact of the Jigsaw technique on grammar issues in EFL writing. Thus, to evaluate the effects of the proposed strategy, 84 English majors enrolled in the Writing 1 class were randomly chosen and separated into control and experimental groups. Both groups performed a pre-test, after which the control group received traditional instruction and the experimental group was taught using the Jigsaw technique. After the intervention, both groups underwent a post-test. The results indicate a notable reduction in writing errors and a positive attitude towards the Jigsaw technique among students in the experimental group compared to those in the control group. Therefore, this not only demonstrates the beneficial influence of the Jigsaw technique in assisting EFL learners to overcome ordinary grammatical errors in writing but also helps with improving their attitudes towards this strategy. Our study at the tertiary level focuses on the innovation of teaching writing, and the findings encourage instructors and practitioners to confidently apply the Jigsaw technique in the classroom to enhance learners’ writing performance.
