READING COMPREHENSION, METALINGUISTIC AWARENESS, AND AFFECTIVE OUTCOMES THROUGH JIGSAW READING AND PEDAGOGICAL TRANSLANGUAGING
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This study examined reading comprehension, metalinguistic awareness, and affective outcomes under integrated Jigsaw reading and pedagogical translanguaging compared with English-only Jigsaw instruction among Thai university EFL learners. A mixed-method quasi-experimental design involved 56 students in experimental (n = 28) and control (n = 28) groups. Data were collected through reading comprehension tests, successive reading tasks, grammaticality judgment tasks, affective questionnaires, and semi-structured interviews. Results indicated comparable baseline reading comprehension performance between groups. Following the intervention, both groups improved, but the experimental group showed substantially greater reading gains and a more sustained developmental trajectory, whereas control-group improvement was more modest. For metalinguistic awareness, the experimental group maintained higher overall detection performance, although detection trajectories did not differ significantly; grammatical explanation, however, developed more strongly in the experimental group. The experimental group also showed greater gains in motivation, self-efficacy, and participation, while the control group demonstrated smaller affective changes. Qualitative findings indicated stronger meaning negotiation, grammatical reasoning, confidence, and engagement among experimental learners. The study extends previous research by examining how Jigsaw reading and strategically structured multilingual support jointly relate to reading, metalinguistic, and affective development over time.
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