A Study on the Effectiveness of Cooperative Learning in College English Writing

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Abstract

The purpose of this study is to see whether students in experimental class outscore their counterparts in control class in writing and what students’ attitudes towards cooperative learning are. The experiment lasts 17 weeks. The main instruments in the experiment are pre-test, post-test and questionnaires. The results show that: (1) There are no significant differences between control class and experimental class in writing scores before and after the experiment; and (2) the students have a positive attitude towards cooperative learning in English writing. Most of them become more confident, like learning from each other and have better writing habits.