This study aimed to investigate the role of jigsaw activities on improving Korean listening skills and affective attitudes in the listening classes for non-native students. The fifth term of jigsaw activity was conducted on 32 learners, and the following could be inferred based on the evaluation and questionnaire survey of learners. First, it was confirmed that learners’ listening skills improved as the jigsaw activities progressed. While the improvement was high for upper-level learners, it was low for lower-level learners. Second, the analysis of the questionnaire survey on learners' affective attitudes and responses showed that the learners responded positively to cooperative learning through jigsaw activities. In addition, they felt interested in the listening classes and that it increased their academic confidence. Based on the above inferences, this study concludes the following. First, jigsaw activities help in improving listening skills for upper-level learners. Second, jigsaw activities have a positive effect on learners’ self-confidence, interest, and motivation, regardless of achievement. Third, to realize the maximum effect of cooperative learning when participating in jigsaw activities in class, it is necessary to consider the achievements of individual learners and adjust the input level of jigsaw activities.