Cooperative Learning as an Innovative Method to Boost the EFL Learners’ Writing Skills The Case of First Year LMD Students at the University of Mascara

Abstract

Cooperative learning involves learners working together in small groups in which each member’s success is interdependent with the success of the group. This instructional approach aims to achieve shared goals and complete learning tasks both inside and outside the classroom. Cooperative learning is widely recognized as an effective teaching strategy that enhances social interaction, increases students’ motivation, and fosters a harmonious learning environment. However, its application in Algerian universities remains limited and is often restricted to ineffective projects or presentations. Therefore, the present thesis investigates the implementation of cooperative learning as an innovative method for enhancing first-year EFL learners’ writing skills at Mustapha Stambouli University of Mascara. In addition, it proposes a practical teaching and learning strategy to improve paragraph writing through the integration of cooperative writing tasks. The study is conducted as an action research project using a mixed-methods approach. Data are collected through pre- and post-tests, learners’ questionnaires, and semi-structured interviews with EFL teachers. The findings reveal that the implementation of cooperative learning has a positive impact on learners’ writing skills. Specifically, students tend to overcome psychological barriers such as fear, shyness, and anxiety. Moreover, cooperative learning promotes more effective learning and enhances students’ critical-thinking skills compared to traditional lecture-based instruction. The results also indicate that students enjoy cooperative activities, which increases their classroom participation and interaction. Finally, cooperative learning helps develop essential teamwork skills, which are considered important prerequisites for future professional contexts.