Arabic Language, Literature & Culture

| Peer-Reviewed |

Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class

Received: 11 June 2017    Accepted: 26 June 2017    Published: 26 July 2017
Views:       Downloads:

Share This Article

Abstract

This study focused on assessing whether or not there were differences between male and female students’ attitudes towards cooperative learning (CL) in learning writing skills based on English for Ethiopia Grade Seven Pupil’s Book. The study involved ninety students who were attending their lessons at the same school. The data for the study were gathered through questionnaires. In order to see the actual happening and to triangulate the findings of the questionnaires, interviews were conducted and classrooms were observed. The results of the study showed that the students who were administered questionnaires and interviewed understood the benefits of using CLduring writing though the number of students in each class was large, and they had poor background knowledge of English. The classroom observations proved that the number of students in each class was large; the teachers could not follow up and monitor their learners appropriately while the students were working on the writing activities in groups; the students frequently used their mother tongues rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was no practice of evaluating the writing group activities after CL. Moreover, the mean results indicated that female students had better attitudes towards CLin learning writing skills. However, their difference is not statistically significant. The summary of the findings indicated that the writing lessons in the students’ English textbook should be taught through CL though there were some problems that have been mentioned above to practice them in the classrooms.

DOI 10.11648/j.allc.20170203.12
Published in Arabic Language, Literature & Culture (Volume 2, Issue 3, September 2017)
Page(s) 60-68
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Cooperative Learning, Writing Skills, Social Skills, EFL (English as a Foreign Language)

References
[1] Adipattaranan, N. (1996). Teaching English writing. Education Journal, 21 (1), 24-32.
[2] Ames, C. & Ames. R. (Eds.). (1985). Research on motivation in education. Orlando: Academic Press, Inc.
[3] Behanu Bogale. (2000). Verbal participation in group work. PhD dissertation. Addis Ababa: Addis Ababa Uni-versity.
[4] Berhanu G/Michael. (2000). A study of the practice of cooperative learning in grade 11. Group work organization in focus. M. A Thesis. Addis Ababa: Ababa University.
[5] Booysen, M. J. & Grosser, M. M. (2008). Enhancing social skills through cooperative learning. TD: The Journal for Transdisciplinary Research in Southern Africa, (4) 2, 377-399.
[6] Brown, H. W. (2001). Teaching by principles. USA: Edison Wisely Longman. Inc.
[7] Brubacher, M.; Payne, R. and Christson, M. (1994). Cooperative learning in the EFL classroom. In T. Kral (ed.). Teacher development: Making the right moves. Selected Articles from the English Teaching Forum. 1989- 1993. Washington: English Language Program Divisions.
[8] Cimcoz, Y. (1999). Teaching ESL/EFL students to write better. Retrieved from http://iteslj.org/Techniques/Cimcoz-Writing.html.
[9] Colorado, C. (2007). Using cognates to develop comprehension in English. Retrieved April 11, 2008 from http://colorincolorado.org/article/14307.
[10] Creemers, B. P. (1994). The Effective classroom. London. Redwood Books.
[11] Farrah, M. A. H. (2011). Attitudes towards Collaborative Writing among English Majors in Hebron University. Arab English Journal Vol.2 No. 4 pp 136-170.
[12] Freeman, D. L. (2000). Techniques and principles in language teaching. New York: Oxford University Press.
[13] Gillies, R. M. (2007). Cooperative learning: Integrating theory and practices. LosAngeles, Calif.: SAGE Publica-tions.
[14] Harmer, J. (2006). The practice of English language teaching. England: Pearson.
[15] Johnson, D. W., Johnson, R. T. & Holubec, E. (1993). The new circles of learning: Cooperation in the classroom and school: Alexandria, VA: Association for Supervision and Curriculum Development.
[16] Kagan. (1983). Cooperative learning. New York: Longman.
[17] Kagan, S. & High, J. (2002). Kagan structures for English language learners. Retrieved from: December 9, 2005, http:www.KaganOnline. com.
[18] Kessler, C. (1992). Cooperative language learning: A teacher’s resource book. Englewood Cliffs: Prentice Hall Re- gents.
[19] Khatijah, S. J. (2004). Second language writing: From knowledge to application. English language teaching, transition in ELT: Challenges and prospects. Malaysia: Universiti Kebangsaan.
[20] Leila, Z. (2010). Cooperative learning as a motivational factor in enhancing students’ writing. The case of second year EFL students. Constantine University: Algeria.
[21] Long, M. H. & Porter, P. A. (1985). Group work, inter language talk and second language acquisition. TESOL Quarterly, 19(2), 207-210.
[22] Maasum, M. T. (2010). The Effects of cooperative learning in enhancing writing performance. Malaysia: SyafiniBt Ismail Universiti Kebangsaan.
[23] Mandal, R. R. (2009). Cooperative learning strategies to enhance writing. The Modern of Applied Linguistics. 1(2).
[24] McKernan, J. (1996). Curriculum action research. A handbook of method and resource for the reflective pra- ctitioners (2nd ed.). London: Kogan Page Limited.
[25] Seid Moham. (2012). Effects of cooperative learning on reading comprehension achievement in EFL and social skills of grade 10 students. Unpublished PhD Thesis. Addis Ababa: Addis Ababa University.
[26] Seifu Woldeyohannes. (2005). A study of group activities in ‘English for Ethiopia’ in promoting cooperative learning: Speaking skills in focus. M. A Thesis. Addis Ababa: Addis Ababa University.
[27] Sidhu, K. S. (1984). Methodology in research and education. New Delhi: Sterling Publishers
[28] Slavin, R. E. 1994. A Practice Guide to Cooperative Learning. Massachusetts: Ellyn and Bacon Comp.
[29] Sritunyarat, S. (2003). The problem and effectiveness of writing activities. MA Thesis, MahaSarakham University.
[30] Tierney, R. (1989). The effects of reading and writing upon thinking critically. Reading Quarterly, 3(25), 136-137.
[31] Tsai, S. (1998). The effects of cooperative learning on teaching English as a foreign language to senior high school students. Master’s Thesis. National Kaohsiung Normal University.
[32] Tuan, L. T. (2010). English language teaching. Retrieved from: www.ccsenet.org/elt.
[33] Yu, G. (1995). Implementing cooperative learning approach in an EFL Class. Taiwan.
[34] White, R. &Arndt, V. (1991). Process writing. London: Longman.
[35] Widdowson, H. G., 1981. Criteria for course design. In Selinker, L., Tarone, E & Hanzeli, V. (eds.). English for academic and technical purposes. Rowley MA: Newbury House.
[36] Williams, M. and Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
[37] Zamel, V. (1985). Responding to students writing. TESOL Quarterly, 19(1), 79- 101.
Author Information
  • Department of English Language & Literature, Faculty of Social Science & Humanities, Wolaita Sodo University, Wolaita Sodo, Ethiopia

Cite This Article
  • APA Style

    Wondwosen Tesfamichael Ali. (2017). Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class. Arabic Language, Literature & Culture, 2(3), 60-68. https://doi.org/10.11648/j.allc.20170203.12

    Copy | Download

    ACS Style

    Wondwosen Tesfamichael Ali. Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class. Arab. Lang. Lit. Cult. 2017, 2(3), 60-68. doi: 10.11648/j.allc.20170203.12

    Copy | Download

    AMA Style

    Wondwosen Tesfamichael Ali. Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class. Arab Lang Lit Cult. 2017;2(3):60-68. doi: 10.11648/j.allc.20170203.12

    Copy | Download

  • @article{10.11648/j.allc.20170203.12,
      author = {Wondwosen Tesfamichael Ali},
      title = {Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class},
      journal = {Arabic Language, Literature & Culture},
      volume = {2},
      number = {3},
      pages = {60-68},
      doi = {10.11648/j.allc.20170203.12},
      url = {https://doi.org/10.11648/j.allc.20170203.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.allc.20170203.12},
      abstract = {This study focused on assessing whether or not there were differences between male and female students’ attitudes towards cooperative learning (CL) in learning writing skills based on English for Ethiopia Grade Seven Pupil’s Book. The study involved ninety students who were attending their lessons at the same school. The data for the study were gathered through questionnaires. In order to see the actual happening and to triangulate the findings of the questionnaires, interviews were conducted and classrooms were observed. The results of the study showed that the students who were administered questionnaires and interviewed understood the benefits of using CLduring writing though the number of students in each class was large, and they had poor background knowledge of English. The classroom observations proved that the number of students in each class was large; the teachers could not follow up and monitor their learners appropriately while the students were working on the writing activities in groups; the students frequently used their mother tongues rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was no practice of evaluating the writing group activities after CL. Moreover, the mean results indicated that female students had better attitudes towards CLin learning writing skills. However, their difference is not statistically significant. The summary of the findings indicated that the writing lessons in the students’ English textbook should be taught through CL though there were some problems that have been mentioned above to practice them in the classrooms.},
     year = {2017}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class
    AU  - Wondwosen Tesfamichael Ali
    Y1  - 2017/07/26
    PY  - 2017
    N1  - https://doi.org/10.11648/j.allc.20170203.12
    DO  - 10.11648/j.allc.20170203.12
    T2  - Arabic Language, Literature & Culture
    JF  - Arabic Language, Literature & Culture
    JO  - Arabic Language, Literature & Culture
    SP  - 60
    EP  - 68
    PB  - Science Publishing Group
    SN  - 2639-9695
    UR  - https://doi.org/10.11648/j.allc.20170203.12
    AB  - This study focused on assessing whether or not there were differences between male and female students’ attitudes towards cooperative learning (CL) in learning writing skills based on English for Ethiopia Grade Seven Pupil’s Book. The study involved ninety students who were attending their lessons at the same school. The data for the study were gathered through questionnaires. In order to see the actual happening and to triangulate the findings of the questionnaires, interviews were conducted and classrooms were observed. The results of the study showed that the students who were administered questionnaires and interviewed understood the benefits of using CLduring writing though the number of students in each class was large, and they had poor background knowledge of English. The classroom observations proved that the number of students in each class was large; the teachers could not follow up and monitor their learners appropriately while the students were working on the writing activities in groups; the students frequently used their mother tongues rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was no practice of evaluating the writing group activities after CL. Moreover, the mean results indicated that female students had better attitudes towards CLin learning writing skills. However, their difference is not statistically significant. The summary of the findings indicated that the writing lessons in the students’ English textbook should be taught through CL though there were some problems that have been mentioned above to practice them in the classrooms.
    VL  - 2
    IS  - 3
    ER  - 

    Copy | Download

  • Sections