Promoting Cooperative Learning In An Expository Writing Course

Abstract

English for Academic Purposes is a compulsory one-semester course offered to first-year students at the University of the West Indies in St. Augustine, Trinidad. Its primary objective is to assist students in developing competency in the targeted expository strategies that are deemed necessary to meet the writing requirements of the tertiary level. During Semester 2 in 2009-2010, cooperative learning was introduced in both the lecture and tutorial sessions of the evening programme in an attempt to improve the learning outcomes among the registered adult students. This paper examines the impact of cooperative learning on these students in the context of the lecture and tutorial sessions as students worked toward the production of a credited expository assignment. Both qualitative and quantitative methods were used to assess student feedback through questionnaires, peer feedback, and group performance on the credited assignment. The study confirmed that clear guidelines, practical-based content, and multiple opportunities to practice are significant in maximizing cooperative learning opportunities. However, cooperative learning cannot completely militate against the individual or collective disadvantages of weak language skills.