Cooperative learning strategies to enhance EFL writing skills amongst second year of high school students

Abstract

Abstract: The present research work focused on the use of Cooperative learning strategies to enhance EFL writing skills amongst second year of high school students, who come from unfinished schooling which means that they dropped out their studies at certain point of their lives and after some years, they decided to restart them again so they have not been in touch with the language for a long time. This research investigated the effects of cooperative learning to improve students writing skills in a high school with an intervention plan carried out in three months. The before-and-after study was used to measure students progress on writing and their perceptions, behavior and attitudes toward seven cooperative learning strategies proposed in this study. The mixed method that uses qualitative and quantitative data was used to describe and analyze the results and finally, draw conclusions. The results of the post test and questionnaires displayed a big progress on students when writing. Subsequently, the outcomes indicated that the intervention was significant because students´ scores in writing skills improved after the application of CL in the class.