Enhancing Writing Skills: Application of Kagan’s Cooperative Learning Structures for EL Learners
Keywords:
English language teaching, cooperative learning, writing skillsAbstract
Having good writing skills is a key factor in the continuous assessment, both formative and summative, of a student. Teachers at various levels have adopted various innovative and creative methods in the classroom to ensure that the students excel in their writing skill. At this juncture, Kagan’s structures for English language learners provide a wide platform to enhance writing skills among high school and higher level of learners. This study investigates the effects of cooperative learning in enhancing the writing performance of students from urban areas. The students’ performance was assessed using analytical scoring on the composite scores. The results of the investigation indicate that the students perform better after inclusion of cooperative learning in the writing skills course. These findings provide support to the positive effects of cooperative learning in enhancing students’ writing skills.
References
Ary, D., Jacobs, L. C. and Razaveih, A. (2002). Introduction to research in education. USA: Wadsworth Group.
Biehler and Snowman. (1997). Psychology applied to teaching. Houghton Mifflin Co.
Christison, M. (1990). Cooperative learning in the ESL classroom. English Teaching Forum, 28: 6-9.
Flowers, L. and Hayes, J. (1981). A cognitive theory of writing. College Composition and Communication, 32: 365-387.
Harmer, J. (2004). How to teach writing. England: Pearson Education Limited.
Johnson, K. (2001). Some views of language and language learning. An introduction to foreign language learning and teaching. Harlow: Pearson Education Ltd.
Kagan, S. and High, J. (2002). Kagan structures for English language learners. Kagan 431 Online Magazine, Summer 2002. Retrieved December 9, 2000.
Nunan, D. (1991). Language teaching methodology. London: Prentice Hall.
