Abstract
Abstract The purpose of this study is to investigate the impact of the Cooperative Language Learning (CLL) approach on improving the writing competency of college students as compared to the regular teaching method. The subjects were thirty six third-year female college students majoring in English of the College of Languages and Translation at Al Imam Muhammad Ibn Saud Islamic University in Riyadh. They were selected and randomly assigned to two groups, experimental and control. The experimental group received writing instruction through the CLL approach while the control group received it through the regular teaching method. A quasiexperimental, randomized, test design was used in this study. The pretest attempted to provide a baseline measure of the writing proficiency of the subjects while the posttest sought to determine the impact of CLL in improving their writing competency as compared to the regular method. In addition, a questionnaire was used to elicit data about the subjects. A number of statistical procedures were utilized in order to answer the research questions. The results of the statistical analysis showed that CLL had a positive impact on improving composition writing of college students in the areas of grammar, punctuation, spelling, and word choice and that CLL was more effective as compared to the traditional teaching method in teaching EFL learners.
