This study was conducted to improve grammatical accuracy of the writings of the students who were at intermediate level. So, generalizing its results to other samples should be with caution. This study elucidated the effects of pair work on writing performances; but, its effects on other aspects like frequency and complexity were not examined. We had limitation of participants. Since all students were from a small institute in Marand Town; thus, this study can be replicated with a larger sample. We utilized the mentioned steps for improving writing in a technical writing class. But, using them in combination with other three skills of language may not yield the same results.
In this chapter, which is the last chapter of the study, an account of the main findings based on the obtained results from statistical tests was provided at the beginning. After that, the research question was answered in order and the responses were compared with the findings of the similar studies. The findings showed that although cooperative learning strategies are difficult to practice as novel strategies of instruction, students show high level of enthusiasm, curiosity and involvement in being taught through cooperative learning tasks. Thus, this study lends credence to this belief that cooperative learning has positive effects on the students’ writing performance, especially grammatical accuracy. Therefore, teachers should consider this learning approach as a viable alternative for teaching writing. So, it can be helpful to EFL teachers either involved in collaborative practices or demanding to utilize them into their classes to maximize the benefits of this technique in their classes.
Moreover, after pointing out the potential pedagogical implications of the study, some directions for future research were suggested and attempts were made to evaluate the study in terms of its limitations.
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