Structured vs. Conventional Collaborative Learning: Effects of Jigsaw and Linguistic Scaffolding on Language and Content Acquisition in ESP Engineering Education

The use of the English scientific literature in Agronomy education poses challenges for students with heterogeneous English Language proficiency. This study presents an innovative ESP (English for Specific Purposes) instructional model that uses collaborative dynamics and linguistic scaffolding to reduce cognitive barriers and promote equitable access to complex academic discourse in an English-Medium Instruction (EMI) context. This research evaluated the effects of two collaborative methodologies, Jigsaw (structured) and Conventional (non-structured) group work, and the use of a linguistic guide to provide contextualized lexical and syntactic scaffolding for reading scientific texts, on linguistic competence and content learning. Seventy Master’s students were classified into three English proficiency levels (A1–A2, B1–B2 and C1–C2) and assigned to Jigsaw or Conventional groups, with or without linguistic guidance. Linguistic competence and scientific content comprehension were assessed through pre-tests and post-tests. Results showed that both linguistic and content performance increased with English level in pre- and post-tests. Learning gains in linguistic competence were mainly explained by English proficiency, with the highest improvements observed in lower-level students (up to 46.97%). However, neither the collaborative methodology nor the availability of the linguistic guide had a significant effect on linguistic improvement. In contrast, content learning gains were significantly influenced by instructional group, linguistic guide availability, and English level. The Jigsaw groups showed higher content improvement than Conventional groups (11.38% vs. 3.98%), while students with access to the linguistic guide also outperformed those without it (9.38% vs. 5.98%). These findings suggest that combining Jigsaw methodology with targeted linguistic support can enhance content learning from Scientific Publications in Agronomy, while short-term linguistic improvement remains primarily associated with students’ initial English proficiency.