Cooperative Learning Journal Review

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Background/Introduction

The journal article Students and Teachers: Trouble shared, Trouble halved by Nalini Arumugam looks at the importance and efficacy of the use of Cooperative Learning strategies in teaching writing skills to students at institutions of higher learning. It presents the view that Cooperative Learning as an instructional approach will promote learning, specifically in writing better than using a Teacher Fronted Instruction (TFI). The study recognised that Cooperative Learning is highly effective in getting students to learn; and in this case to write effectively. The study also looked at the approach from the teacher’s perspective who also agreed that it was highly effective because it facilitated learning but they also perceived it as a time consuming technique.

Objectives or Purpose/Statement of the Problem

An English as a Second Language Learner faces many issues when learning English such as selecting proper words, presenting ideas clearly, generating and developing interesting ideas and as a result of this they are not motivated to learn or to engage with the writing activity (Gleason & Isaacson, 2001). The study therefore assumed that given the above weaknesses, the group writing approach i.e. Cooperative Learning would be able to counter this situation.
Research Questions/Hypothesis

This research attempted to answer the following questions: (1) How do the students in the experimental groups perceive the Cooperative Learning approach? (2) What views do tertiary level English as a Second Language teachers have about the Cooperative Learning strategies in their writing classrooms?
Rationale of the Study

The study was done to emphasize the positive effects of using Cooperative Learning in English as a Second Language writing classrooms and to study Cooperative Learning in institutions of higher learner. The researcher also wanted to investigate the perceptions of learners and teachers within the higher

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