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Lee, Hyungu. 2014. Effects of English reading teaching-learning on learners' affective factors through Jigsaw IV cooperative learning. Journal of Linguistic Studies, 19(3), 77-103. The purpose of this study is to explore effects of English reading teaching-learning on learners' affective factors through Jigsaw IV cooperative learning. A total of 25 university students participated in this study and a questionnaire with 12 items and an interview with 5 students were administered to the students. The questionnaire consists of the affective factors, and five point Likert scale is used. Besides, 5 students were interviewed for an indepth analysis of this study. The zoom lens model for English reading is used. The results of this study confirm that Jigsaw IV cooperative learning benefits learners' affective factors toward English reading. The findings are as follows; 1) the levels of interest, satisfaction, attitude and motivation showed higher indicators more than M=3.8, 2) the correlation among affective factors had connection with each other, especially, there was a significant correlation between interest and satisfaction. 3) the t-tests of gender and TOEIC score with affective factors were not statistically significant. Based on the findings, some pedagogical suggestions are made for the Jigsaw cooperative learning for an efficient English reading teaching-learning. (Korea Nazarene University)