Using Cooperative Group Feedback and Cooperative Group Writing in Writing Classes

Journal of English Language Pedagogy and Practice

دوره 12، شماره 25، فروردین 2020، صفحه 79-103   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2020.675227

نویسندگان

Hamid Marashi^{* 1}؛ Sahar Hosseini²

¹Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

²English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran

چکیده

The present study compared the effect of cooperative group feedback and cooperative group writing techniques in writing classes. Accordingly, 90 male and female intermediate English language learners sat for a sample piloted Preliminary English Test and 60 who scored one standard deviation above and below the mean were selected as the main participants. Both groups were taught the same course book. Moreover, they received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was the form of writing practices presented in the classroom. One group underwent the cooperative group writing while the other the cooperative feedback procedure throughout the treatment period. The findings of this study based upon the results gained from an independent sample t-test run on the two groups’ posttest mean scores revealed that the participants’ L2 writing improved more significantly in the cooperative group writing class compared to the cooperative group feedback. The findings of this study may be contributory to EFL teachers and syllabus designers in the process of developing more efficient second language writing courses.  

کلیدواژه‌ها

cooperative learning؛ cooperative group feedback؛ cooperative group writing؛ writing skill

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