Argumentative Writing Skills through Cooperative Learning: An Examination of Graduate Students' Academic Performance

Abstract

This cross-sectional and comparative qualitative study aims at examining the effects of this method, commonly known as cooperative learning, on improving the general argumentative writing abilities of the existing BS students at Superior University of Lahore. Despite worthwhile efforts that have been placed into the effective implementation of English as the medium of instruction for writing, many students are unable to produce well-structured, let alone convincing, pieces of writing. Therefore, the purpose of this study is to highlight whether or not cooperative learning can serve as a solution the above challenges and enhance the writing skills of students. Qualitative data was collected from interview sessions with the students and by retaining observations from the learning and teaching processes with emphasizing on CSL activities occurring in the classroom. The research evidence shows that cooperative learning promotes the development of argumentation in students effectively since it creates interaction, collaboration, and comprehension of complex ideas and outcomes. Its positive effects that were observed include a reported enhanced confidence and ability to arrange coherent arguments more competently within group learning contexts. This research has provided insights regarding the application of cooperative learning as an effective best practice in higher learning institutions and has provided constructive recommendations regarding the enhancement of students’ collaborative writing skills.