Investigating Teachers’ And Students’ Attitudes Towards The Use Of Cooperative Learning In Enhancing Efl Fostering Intercultural Know

Résumé: The purpose of the present study is to investigate the use of cooperative learning in enhancing first year LMD students' writing skill at the English Department of Oum El-Bouaghi University. Writing is the most important skill and since cooperative learning is a motivational technique that affects directly students' learning. The present study investigates more precisely to which extent cooperative learning is implemented by teachers who teach this skill. Moreover, students' attitudes to group work were explored. Based on the aspects investigated, it is hypothesis that: Teachers' and Students' have positive attitudes towards the use of cooperative learning in enhancing students writing skill. To verify the validity of this hypothesis, a descriptive study has been conducted and two questionnaires were administered: one for teachers, 10 teachers of written expression, and another for students, about 40 questionnaires distributed to first year LMD students at English department. The questionnaires were analyzed and compared. The results of the teachers' questionnaire show that teachers of written expression are interested more with the affective side of the learner and try to create a good atmosphere of learning. As for the use of cooperative learning, they are not aware of the effective use of this form of teaching though they use group work, which is the first step towards cooperative learning. Students' questionnaire reveals that first year students have positive attitudes towards group work in teaching writing. Results would guide us to recommend that cooperative learning is part of a complete class transformations effort. Moreover, to reach this aim, teachers have to open communication about differences and classroom applications, and mutual assistance, for students to succeed within their groups. All students must give careful consideration regarding group heterogeneity in combination with roles that ensure active, equivalent involvement. All of these concerns involve planning and organization for the teaching to be successful.

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