Investigating The Effect Of Co Operative Work On Students' Writing Skill In Efl Classrooms

Résumé: The present study aims at investigating the effect of cooperative learning on EFL learners' writing skill. This incorporated method of learning is meant to engage learners in the different classroom activities in order to develop their writing proficiency. Accordingly, the current study hypothesizes that if teachers used the cooperative learning strategy in their classes, students would enhance their writing skill. In order to fulfill this aim and to confirm or disconfirm the hypothesis, a quasi- experimental design was carried out at the english department of Larbi Ben M'Hidi university during the second term of the academic year 2015/2016. Two groups, made up of 36 students, were randomly assigned to a control and an experimental group. Both groups were pre-tested through writing an example essay for the aim of determining their current level in writing. Throughout the treatment period, which lasted one month, the experimental group was taught in the cooperative learning method, while the control group was taught following the traditional way that is the individual learning. At the end of the experiment, the two groups were post-tested through the same essay type to check the efficiency of the cooperative learning method. The results drawn from the computation of the students' t-test indicated that the experimental group outperformed the control group. This investigation then proved that cooperative learning is effective in improving students' writing skill. Thus, confirming the hypothesis of the study.

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