Résumé:
Writing is the productive skill in the written mode. It is more complicated than it
might seem, and is often considered to be the hardest of the skills, even for native
speakers. Besides, it is a very difficult skill; yet in a foreign language, for students
because teachers do not implement correctly the up-to-date techniques in teaching.
The fundamental problem that makes students weedy in mastering the writing skill is
the weaknesses in both lexis and grammar. Consequently, they suffer from the lack of
enthusiasm and willingness. Thus, they cannot construct an accurate piece of writing.
The present study aims mainly at investigating the utility of cooperative learning as a
technique in teaching the writing skill. The overarching aim then is to determine
whether students’ writing ability would be boosted through using cooperative learning
among second year License students of English. This investigation is based on the
assumption that the use of cooperative learning contributes largely to the development
of students’ written production as well as students’ and teachers’ approval of the
feasibility and utility of Cooperative learning within their written expression course.
To verify the validity of these assumptions, a descriptive study by the means of an
interview and a questionnaire has been designed and administered to both teachers of
written expression and second year License students of English at the Department of
Foreign Languages at Mohammed Seddik Ben Yahia University, Jijel. The interview
has been carried out with four written expression teachers at the same department in
order to collect enough data about the pedagogical contribution of cooperative
learning in writing classes. The questionnaire was administered to 40 students; among
the total number of the second year License students’ population (about 241 students),
mainly to investigate their problems in the writing skill, the role and the importance of
cooperative learning as a motivational technique to boost their writing development
through creating a good climate in the classroom where they can participate without
fear of making mistakes. Finally, this investigation has shown that cooperative
learning has a great impact in enhancing Algerian students’ writing skill. Hence, the
research assumptions are confirmed.
