This research study investigates the effects of jigsaw cooperative learning (JCL) on academic motivation (AM), academic hardiness (AH), and self-efficacy (SE) of English as a Foreign Language (EFL) learners. JCL is an educational strategy that emphasizes collaboration, interdependence, and group cooperation. However, limited research has examined the specific impact of JCL on these factors among EFL learners. Thirty-eight learners from each of the two groups—one was the experimental group (EG) and the other was the control group (CG)—were randomly chosen from among the learners who had been chosen in the academic year 2023. Data were collected using three questionnaires on AM, AH, and SE. Before implementing the JCL treatment, both groups completed the questionnaires as a pretest. A post-test was administered after teaching JCL in the EG and using the traditional method in the CG. Descriptive and inferential statistics, including covariance tests, were conducted to analyze the collected data. The outcomes showed that JCL, as a cooperative learning technique, improved students' AM, AH, and SE. A comparison of the pretest and post-test results confirmed the significant and positive influence of JCL on AM, AH, and SE. These results suggest that the application of JCL techniques can facilitate the development of AM, AH, and SE among EFL learners. These findings have implications for EFL instructors and practitioners, as they can utilize JCL strategies to enhance their learners’ AM, AH, and SE in the classroom.

本研究调查了拼图合作学习 (JCL) 对英语作为外语 (EFL) 学习者的学术动机 (AM)、学术坚韧 (AH) 和自我效能 (SE) 的影响。JCL 是一种强调协作、相互依赖和团队合作的教育策略。然而，有限的研究探讨了 JCL 对 EFL 学习者中这些因素的具体影响。从 2023 学年选出的学习者中随机抽取两组（一组为实验组（EG），另一组为对照组（CG））各 38 名学习者。收集数据使用关于 AM、AH 和 SE 的三份问卷。在实施 JCL 治疗之前，两组均完成了问卷作为预测试。在EG中教授JCL并在CG中使用传统方法后进行后测。进行描述性统计和推论性统计（包括协方差检验）来分析收集的数据。结果表明，JCL 作为一种合作学习技术，提高了学生的 AM、AH 和 SE。前测和后测结果的比较证实了JCL对AM、AH和SE的显着且积极的影响。这些结果表明，JCL 技术的应用可以促进 EFL 学习者 AM、AH 和 SE 的发展。这些发现对 EFL 教师和从业者具有重要意义，因为他们可以利用 JCL 策略来提高学习者在课堂上的 AM、AH 和 SE。