This study aims to determine the effect of self-regulated jigsaw IV upon university students' learning a new grammar structure within EFL learning process and also their attitudes towards the English course. The research was carried out with 40 students studying in two different prep classes at Bulent Ecevit University Foreign Languages College in the spring term of 2011-2012 academic year. During the courses, while self-regulated jigsaw IV was carried out with the experimental group, a traditional method was performed in the control group. As quantitative data suggest; self-regulated jigsaw IV has significantly increased students' academic achievement compared to traditional method; however, it is slightly effective on their attitudes towards English. As qualitative data suggest; the students in the experimental group feel self-satisfied with their learning and they can use self-regulation skills in their autonomous studies.