The Impact of Implementing the Cooperative Learning Method on Improving the Writing Skill as Perceived by EFL Learners at the Arab American University Palestine

Abstract

This study aimed at identifying the attitudes of EFL learners at the Arab American University Palestine (AAUP) towards implementing Cooperative learning method in writing classes. To this end, the author surveyed the opinions of 179 students (68 females, 111 males) using a questionnaire developed according to a 5-point Likert Scale. Cronbach Alpha formula was used to determine the reliability coefficient of the questionnaire. The collected data were analyzed using SPSS. A descriptive analysis was made to measure the target students' attitudes (and thus the percentages, means and standard deviations of the gathered data). Gender differences were also considered via an independent T- test. In addition, the One Way ANOVA test was carried out to identify whether there were statistically significant differences among EFL learners’ attitudes towards implementing the cooperative learning method due to their year of study. The study found that EFL learners at (AAUP) have positive attitudes towards implementing Cooperative learning method in writing classes, with no gender differences and there were statistically significant differences among the first year and second year students for the second year students.