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The Impact of Using Jigsaw Reading Technique with Pedagogical Translanguaging on Students' Reading Comprehension and Metalinguistic Awareness

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Title: The Impact of Using Jigsaw Reading Technique with Pedagogical Translanguaging on Students' Reading Comprehension and Metalinguistic Awareness
Language: English
Authors: Roderick Julian Robillos
Source: PASAA: Journal of Language Teaching and Learning in Thailand. 2025 70:371-410.
Availability: Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1
Peer Reviewed: Y
Page Count: 40
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Code Switching (Language), Second Language Learning, English (Second Language), Reading Comprehension, Reading Skills, Reading Strategies, Metalinguistics, Intervention, Reading Tests, Student Experience, Cooperative Learning
Geographic Terms: Thailand
ISSN: 0125-2488
2287-0024
Abstract: While existing research has extensively explored the theoretical dimensions of translanguaging, there is a notable gap in empirical studies on its pedagogical applications. Specifically, the combined impact of translanguaging and collaborative techniques like the jigsaw technique on language competencies remains under-researched. This study aimed to investigate the impact of the jigsaw reading technique with pedagogical translanguaging on students' reading comprehension and metalinguistic awareness. Conducted with a purposive sample of 30 Thai EFL university students over ten sessions, this study employed a sequential, mixed-method approach. Quantitative data were collected through pre- and post-reading comprehension tests, reading comprehension quizzes, and sentence grammaticality judgment tasks, while qualitative data were gathered via semi-structured interviews. Results indicated significant improvement in students' reading comprehension, with mean scores increasing from M = 10.43 (pre-test) to M = 14.87 (post-test). Notable gains were observed in identifying main ideas and text comprehension, although improvements in cloze reading tasks were less pronounced. Additionally, the reading quizzes revealed an upward trend in overall scores (significant at p < 0.001), even after applying the Bonferroni correction, indicating all quiz scores differed significantly from each other. Metalinguistic awareness tasks showed improvement from quizzes 1 to 4 with mean scores of M = 11.43, M = 12.93, M = 13.70, and M = 14.73, respectively. Qualitative insights revealed students' positive responses to the intervention. This study highlights the benefits of combining translanguaging with collaborative techniques in enhancing EFL students' reading comprehension and metalinguistic awareness.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486530
Database: ERIC
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  Data: The Impact of Using Jigsaw Reading Technique with Pedagogical Translanguaging on Students&#39; Reading Comprehension and Metalinguistic Awareness
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  Data: Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1
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  Data: While existing research has extensively explored the theoretical dimensions of translanguaging, there is a notable gap in empirical studies on its pedagogical applications. Specifically, the combined impact of translanguaging and collaborative techniques like the jigsaw technique on language competencies remains under-researched. This study aimed to investigate the impact of the jigsaw reading technique with pedagogical translanguaging on students&#39; reading comprehension and metalinguistic awareness. Conducted with a purposive sample of 30 Thai EFL university students over ten sessions, this study employed a sequential, mixed-method approach. Quantitative data were collected through pre- and post-reading comprehension tests, reading comprehension quizzes, and sentence grammaticality judgment tasks, while qualitative data were gathered via semi-structured interviews. Results indicated significant improvement in students&#39; reading comprehension, with mean scores increasing from M = 10.43 (pre-test) to M = 14.87 (post-test). Notable gains were observed in identifying main ideas and text comprehension, although improvements in cloze reading tasks were less pronounced. Additionally, the reading quizzes revealed an upward trend in overall scores (significant at p &lt; 0.001), even after applying the Bonferroni correction, indicating all quiz scores differed significantly from each other. Metalinguistic awareness tasks showed improvement from quizzes 1 to 4 with mean scores of M = 11.43, M = 12.93, M = 13.70, and M = 14.73, respectively. Qualitative insights revealed students&#39; positive responses to the intervention. This study highlights the benefits of combining translanguaging with collaborative techniques in enhancing EFL students&#39; reading comprehension and metalinguistic awareness.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
        StartPage: 371
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Strategies
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      – SubjectFull: Metalinguistics
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      – SubjectFull: Intervention
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      – SubjectFull: Reading Tests
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      – SubjectFull: Student Experience
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: The Impact of Using Jigsaw Reading Technique with Pedagogical Translanguaging on Students' Reading Comprehension and Metalinguistic Awareness
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