ACKNOWLEDGMENTS. 1

TABLE OF CONTENTS. i

LIST OF TABLES. iii

LIST OF FIGURES. iv

C H A P T E R I: BACKGROUND AND PURPOSE. 1

1.1 Introduction. 2

2.1 Statement of the Problem.. 5

3.1 Statement of the Research Question. 8

4.1 Statement of the Research Hypothesis. 9

5.1 Definition of Key Terms. 9

6.1 Significance of the Study. 10

7.1 Limitations and Delimitation. 11

C H A P T E R II : REVIEW OF THE RELATED LITERATURE. 12

2.1 Overview.. 13

2.2 Need for Writing. 13

2.3 Cooperative Writing: subcategory of Cooperative Learning. 15

2.4 Cooperative Writing Features. 17

2.4.1 Positive Interdependence and Individual Accountability. 18

2.4.2. Processing Group Interaction. 18

2.4.3. Peer Feedback. 19

2.5. Cooperative writing in EFL classrooms. 19

2.6. Perspectives on cooperative writing. 21

2.7. Benefits of Cooperative Approach in EFL Writing Classroom.. 25

2.8. Preparing EFL Students for peer response in writing classrooms. 26

2.9. Guidelines for preparing EFL students for peer response. 27

2.10. Personality Factors and Teaching Writing. 30

ACKNOWLEDGMENTS. 1

TABLE OF CONTENTS. i

LIST OF TABLES. iii

LIST OF FIGURES. iv

C H A P T E R I: BACKGROUND AND PURPOSE. 1

1.1 Introduction. 2

2.1 Statement of the Problem.. 5

3.1 Statement of the Research Question. 8

4.1 Statement of the Research Hypothesis. 9

5.1 Definition of Key Terms. 9

6.1 Significance of the Study. 10

7.1 Limitations and Delimitation. 11

C H A P T E R II : REVIEW OF THE RELATED LITERATURE. 12

2.1 Overview.. 13

2.2 Need for Writing. 13

2.3 Cooperative Writing: subcategory of Cooperative Learning. 15

2.4 Cooperative Writing Features. 17

2.4.1 Positive Interdependence and Individual Accountability. 18

2.4.2. Processing Group Interaction. 18

2.4.3. Peer Feedback. 19

2.5. Cooperative writing in EFL classrooms. 19

2.6. Perspectives on cooperative writing. 21

2.7. Benefits of Cooperative Approach in EFL Writing Classroom.. 25

2.8. Preparing EFL Students for peer response in writing classrooms. 26

2.9. Guidelines for preparing EFL students for peer response. 27

2.10. Personality Factors and Teaching Writing. 30

C H A P T E R III : METHODOLOGY.. 37

3.1. Overview.. 38

3.2. Participants. 38

3.3. Instrumentation. 39

3.3.1 Personality Questionnaire. 39

3.3.2 Preliminary English Test (PET) 40

3.2.2 Essay Writing Test 42

3.2.3 Writing Rating Scales. 42

3.4 Procedure. 43

3.5. Design. 45

3.6. Statistical Analysis. 45

C H A P T E R IV: RESULTS AND DISCUSSION.. 47

4.1. Introduction. 48

4.2. Participant Selection. 48

4.2.1. Descriptive Statistics of the PET Piloting. 49

4.2.2. Descriptive Statistics of the PET Administration. 50

4.2.3. Identifying the Degree of Extroversion. 51

4.3. Posttest 54

4.4. Testing the Null Hypothesis. 56

4.5. Discussion. 57

C H A P T E R V : CONCLUSION, PEDAGOGICAL IMPLICATIONS AND SUGGESTIONS. 61

5.1. Introduction. 62

5.2. Restatement of the Problem.. 62

5.3. Pedagogical Implications. 64

5.4. Suggestions for Further Research. 66

REFRENCES. 68

Appendices. 76

APPENDIX A: Eysenck Personality Inventory. 77

APPENDIX B: Preliminary English Test (PET) 80

LIST OF TABLES

Table 4.1 Descriptive Statistics of the PET Piloting. 49

Table 4.2 Reliability of the PET in the Pilot Phase. 50

Table 4.3 Descriptive Statistics for PET Proficiency Test 51

Table 4.4 Descriptive Statistics of the Participants’ Performance in EPI 52

Table 4.5 Descriptive Statistics of the Participants’ E-Score in EPI 53

Table 4.6 Reliability of the EPI Questionnaire. 54

Table 4.7 Descriptive Statistics for the Essay Writing Posttest in Both Groups 54

Table 4.7 Independent Samples T-Test on the Performance of Both Groups in the Essay Writing Posttest 56

LIST OF FIGURES

Figure 4.1 Histogram of the Scores Obtained on the PET Piloting. 49

Figure 4.2 Histogram of the Scores Obtained on the PET Administration. 51

Figure 4.3 Histogram of the Participants’ Scores in EPI 52

Figure 4.4 Histogram of the E Scores of the Participants in EPI 53

Figure 4.5 Histogram of the Writing Posttest Scores Obtained by the Introvert Group 55

Figure 4.6 Histogram of the Writing Posttest Scores Obtained by the Extrovert Group 55

C H A P T E R I

BACKGROUND AND PURPOSE

1.1 Introduction

Living in 21 century and being a part of the global village, writing in English is a fundamental skill. Writing well is a necessity for academic success and a basic requirement for communication. ” It is unique and stands out of the four skills of language because its nature allows for examination and reexamination, debate and decision making, choice and revision and cognitive activities which require higher order thinking skills of communicator” (Hobson& Schafermeyer, 1994, p.51 ).

By the sake of writing, learners can participate in a productive practice which sometimes can motivates them to learn new language elements and structures during constant process of reviewing and drafting. Moreover, according to Celce-Murcia (1991), it fosters higher order cognitive activities and mental processing, which is an important component of learning. In addition, it invites feedback, either overt or covert, based on which students make adjustments in their learned language system.

Writing has always been regarded as an important part of academic life which serves different functions and purposes. But writing has always been a difficult skill (Graham, Harris & Manson, 2005) so teachers need some ways to encourage learners and motivate them to write. One way for motivating learners to write is use of cooperative learning techniques. Humans are social and cooperation has been used in all aspects of our lives. So, cooperative learning groups in learning situations can be an acceptable teaching approach. (Johnson & Johnson, 1994; Kagan, 1990; Slavin, 1995).

According to Deutch (1999) Kurt Lewin field theory and social interdependence have great roles in cooperative learning. Social interdependence started in early 1900s. Kurt Koffka who was one of the major figures of Gestalt psychology suggested that interdependence is different in dynamic wholes. “For interdependence to exist there must be more than one person or entity involved, and the persons or entities must have impact on each other in that a change in the state of one causes a change in the state of the others. It may be concluded that it is the drive for goal accomplishment that motivates cooperative and competitive behavior.” (Sharan, 2010, p.113)

In the late 1940s, one of Lewin’s graduate students, Morton Deutsch, extended Lewin’s reasoning about social interdependence and formulated a theory of cooperation and competition. Deutsch’s basic premise was that the type of interdependence structured in a situation determines how individuals interact with each other which, in turn, largely determine outcomes. “Positive interdependence tends to result in promotive interaction; negative interdependence tends to result in oppositional interaction, and no interdependence results in an absence of interaction.”(Johnson, D. W., Johnson, R. T., & Holubec, E. 2008, p.121)

Cooperative writing is the instructional use of small groups so that students work together to maximize their own and each other’s learning. In this way students will interact with each other and the teacher during the instructional session. As Johnson & Johnson (2008) stated within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members.

“The basic elements are Positive interdependence, Promotive interaction, Interpersonal and small group skills, Group processing, and individual and group accountability which are essential for effective group learning, achievement, and higher-order social, personal and cognitive skills (e.g., problem solving, reasoning, decision-making, planning, organizing, and reflecting).” (Johnson, D.W & Johnson R.T. 2005, pp.285-360)

According to Sharan, Y. (2010) the benefits of cooperative learning are a better mutual relationship, respect, and higher communication. It also has advantages in thinking strategies. Competitive learners have difficulty in obtaining a balance between being competitive and interacting