This research reported on a trial practice of a flipped jigsaw collaborative learning (flipped jigsaw) of English as a foreign language (EFL) at a university in Japan. Its design, preparation, implementation, and overall evaluation were introduced. Individual works set as outside-class activities adopted a flipped classroom approach to jigsaw collaborative learning to free more class time for collaborative learning. The EFL students needed more opportunities to practice their target language with quality interactions among other students and teachers. The flipped jigsaw was designed to increase learners' quality interactions and reach their higher cognitive goals. Three video clips were selected for expert group learning, and a report with four open-ended questions was assigned to each expert group as a pre-expert group discussion activity. The expert group discussion was conducted face-to-face in a classroom, and the jigsaw group discussion was held in an online chat format. The overall evaluation based on students' perceptions of the flipped jigsaw (Class A: N = 89, Class B: N = 74) indicated that they might think that they were practicing English more than in the usual computer-assisted language learning activities. Interest in the final topic, expectation to improve their English, and satisfaction scored over 3 points in a 6-point Likert questionnaire. The results showed slightly positive attitudes toward the flipped jigsaw, regardless of the registered classes.