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Conducted with 68 students in Government Girls High School Burj Attari, Sheikhupura, it uses a quasi-experimental non-equivalent control group design with pre-test and post-test measures. One section served as the experimental group and another as the control group based on prior class results. Post-test scores show a significant difference favoring cooperative learning, making it more effective than the grammar translation method.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-cooperative-learning-on-the-writing-skill-at-elementary-level-in-the-subject-of-english/596033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-cooperative-learning-on-the-writing-skill-at-elementary-level-in-the-subject-of-english/596033.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on English writing?","Question",{"text":112,"@type":113},"To identify the effect of cooperative learning on students’ English writing ability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what were the groups?",{"text":117,"@type":113},"It used a quasi-experimental design with a non-equivalent control group and pre-test/post-test. One section was randomly selected as the experimental group and the other assigned as the control group based on prior results.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about cooperative learning compared with grammar translation?",{"text":121,"@type":113},"Post-test scores differed significantly, and cooperative learning was found more effective than the grammar translation method for improving writing skill.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596033,1792210631,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Effect of Cooperative Learning on the Writing Skill at Elementary  \nLevel in the Subject of English  \nSumaira Munawar * and Abid Hussain Chaudhary**  \nAbstract  \nCooperative learning may have beneficial impact on classroom teaching. The study aimed to identify the effect of cooperative learning in writing ability of the 7th class students in the subject of English. The population of the study consisted of 68 students enrolled at elementary level (7th grade) in Government Girls High School Burj Attari, Sheikhupura. There were two sections of 7th grade in the school and 34 students in each section. The study was Quasi Experimental with a Non-equivalent control group, pre-test and post-test design. One section was randomly selected as experimental group (X 1) and the other was assigned to control group (X2) on the basis their previous class results. The results describe there is a significant difference between post-test scores of control and experimental group. Findings of the current study reveal that cooperative learning method is more effective than the grammar translation method among students. It is recommended that teachers might apply cooperative learning techniques to improve students' writing skill in the classroom.  \nKeywords: Linguistic intelligence, cooperative learning, writing skill, grammar translation method  \n* Ph.D Scholar, Institute of Education and Research, University of the Punjab, Lahore.  \nEmail: [sumairamunawar16@gmail.com](sumairamunawar16@gmail.com)  \n** Professor, Institute of Education and Research, University of the Punjab, Lahore  \nEmail: [chabidhussainier@yahoo.com](chabidhussainier@yahoo.com)  \nIntroduction  \nSpeaking and writing skills belong to linguistic intelligence. This knowledge provides basis for students to use skills effectively to convey the message. This is the process of reading, writing and speaking in different situations. Language means talking, articulating, expressing, and passing on one's thoughts in the outside world in many ways. Language intelligence deals with oral and written skills. The linguistic intelligence is an ability to understand and comprehend the language learning (Gardner, 1999) .  \nWriting is the most concrete and precise version of the language. If the writingskill is more developed then an individual can write more systematically. A man can speak, read and write in a more accurate way (Iftanti, 2016) . There has been a shift in pedagogy of English in modern era from a teacher-focused to a student-focused learning. English writing and teaching provides an opportunity for active participation of students and teachers in the writing skills. A valuable strategy for developing writing ability is cooperative learning. It provides an option for instructors to teach in many cooperative situation where social interaction is possible among students (Gomleksiz, 2007; Ning, 2011) . Cooperative learning might be used in the teaching procedure where teacher gives chance to students to actively participate in speaking and writing. Teachers need to know information and training to use cooperative learning method in a specific learning situation (Stevens, 2003; Zarei & Layeq, 2016) . Under cooperative learning method syllabus is renewed by using such activities and techniques focusing on active participation of students in learning process. This learning approach can be characterized where small, and mixed student groups help one another in learning subject which increases their confidence and their collaboration (Bloom, 1979; Yalçın, 2002; Gillies, 2016) .  \nCooperative learning has been recognized as a valuable instructive technique that keeps in mind students feelings, mental level and social background. Cooperative learning focuses on students’ self assessment, ensures group participation and increase learning (Brown & Ciuffetelli, 2009) . In a situation of cooperative learning students are helping each other to complete a task (Siegel, 2005) . Cooperative learning techn","cbCaibdsoW3fwh83","https://ap.wps.com/l/cbCaibdsoW3fwh83","pdf",108724,"English","# Introduction\n## Linguistic intelligence and writing\n## Cooperative learning as a teaching strategy\n## Cooperative learning versus grammar translation method\n## Expected impact on academic performance","[{\"question\":\"What was the purpose of the study on English writing?\",\"answer\":\"To identify the effect of cooperative learning on students’ English writing ability.\"},{\"question\":\"How was the study designed and what were the groups?\",\"answer\":\"It used a quasi-experimental design with a non-equivalent control group and pre-test/post-test. One section was randomly selected as the experimental group and the other assigned as the control group based on prior results.\"},{\"question\":\"What did the findings show about cooperative learning compared with grammar translation?\",\"answer\":\"Post-test scores differed significantly, and cooperative learning was found more effective than the grammar translation method for improving writing skill.\"}]","Effect of Cooperative Learning on the Writing Skill at Elementary Level in the Subject of English | PDF",1792082317,25]