The Effect of Cooperative Practices on the Opportunities for Learning in EFL Classes
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Date
2022
Authors
BOUCHAIR Yasmina
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Abstract
A good mastery of the Writing Skill is an all important component in the learning process. It
is essential for students of English as a foreign language. On this basis, the core of the present
study is to investigate possible effects of implementing cooperative learning practices
represented in the Learning Together Model on EFL studentsʹ writing abilities. The current
investigation is built upon two hypotheses which are advanced in order to be tested
throughout this research work. The researcher hypothesized that if cooperative practices were
implemented in the right way, EFL learners would be able to enhance their writing
proficiency level. In addition, it is hypothesized that if learners worked cooperatively and
interact with each other, they would be able to achieve common academic goals. Two
questionnaires were administered, one for teachers of Writing and the other for the targeted
EFL students in the quasi- experiment. The findings of teacher questionnaire exhibited that
teachers of Writing find out that cooperative learning is an effective method in boosting the
performance of students in regard to writing. The data gathered from student questionnaire
revealed that students can develop their writing abilities through working cooperatively, they
presented positive behaviours towards working in cooperative teams whatever their abilities
are. Thus, for the sake of digging deeply in the effect of Learning Together Model of
cooperative learning, the researcher opted for a quasi-experimental study. She conducted an
experiment in which the experimental group went through a treatment period, where students
were instructed using the Learning Together Model of Cooperative Learning, whereas,
students in the control group were instructed using traditional teaching method depending on
individual work. The data analysis of the experiment revealed that there existed a critical
difference in achievement between the experimental group and the control group essays. This
difference is deduced after making a comparison of both groupsʹ performance in the assigned
works and in the post-test assignment.