The Implementation of Think-Pair-Share A Cooperative Learning Technique to Improve Students’ Writing Skill Case Study: Third year Foreign Languages Students at of Bordj Bounaama, Tissemsilet Secondary School

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Dedication, Acknowledgements, Abstract, List of Abbreviations, List of Figures, List of Tables, Table of Contents, General Introduction, Chapter one: A Brief Introduction to Cooperative Learning, 1.1.Introduction, 1.2. Definition of Cooperative Learning, 1.3. The History of Cooperative Learning, 1.4.Cooperative Learning Versus Collaborative Learning, 1.4.1.Collaborative Learning, 1.4.2.Cooperative Learning, 1.5.Theoretical Background of Cooperative Learning, 1.5.1.Behavioural learning theory, 1.5.2.Cognitive Developmental Theory, 1.5.3.Social Interdependence Theory, 1.5.4.Motivational Theory, 1.6. Characteristics of Cooperative Learning, 1.6.1.Positive Interdependence, 1.6.2.Promotive (Face to Face Interaction), 1.6.3.Individual Accountability (Personal Responsibility), 1.6.4.Interpersonal/Social Skills, 1.6.5.Group Processing, 1.7.Types of Cooperative Learning, 1.7.1.Informal Cooperative Learning Groups, 1.7.2.Formal Cooperative Learning Groups, 1.7.3.Cooperative Base Groups, 1.8.Benefits of the Implementation of Cooperative Learning in EFL Classroom, 1.8.1.Enhancing Learners’ cognitive Growth, 1.8.2.Enhancing Learners’ Interaction, 1.8.3.Enhancing Learners’ Achievement, 1.8.4.Enhancing Learners’ Motivation, 1.9.Teacher’ Role and Learner’s Role in Cooperative Learning, 1.9.1.Teacher’s Role in Cooperative Learning, 1.9.2.Learner’s Role in Cooperative Learning, 1.10.Learning Styles, 1.10.1.Visual Learning Style, 1.10.2.Linguistic Learning, 1.10.3.Logical Learning, 1.10.4.Auditory Learning, 1.10.5.Social Learning, 1.10.6.Solitary Learning, 1.10.7.Kinaesthetic Learning, 1.10.8.Naturalistic Learning, I.11.Advantages and Disadvantages of Cooperative Learning, I.11.1.Advantages, I.11.2.Disadvantages, 1.12.Some Cooperative Learning Techniques, 1.13.Conclusion, Chapter Two: The Implementation of Think-Pair-Share Technique, II.1.Introduction, II.2.Section one: Think-Pair-Share, II.2.1.Definitions of TPS Technique, II.2.2.Steps of Think Pair Share, II.2.3.Advantages of Think Pair Share, II.2.4.Disadvantages of Think Pair Share, II.2.5.The Importance of Think Pair Share Strategy, II.2.6.Purposes of Think Pair Share, II.2.7.The Role of Teachers and Students in TPS Technique, II.2.7.1.Teacher’s Role in TPS, II.2.7.2.Student’s Role in TPS, II.3.Section two: Think Pair Share in Developing Students Writing Skill, II.3.1.Writing, II.3.1.1.Definition of Writing, II.3.1.2.Writing as a Process, II.3.1.3.Steps of Successful Writing, II.3.1.4. Writing Paragraph, II.3.2.The role of Teacher in Writing Lessons, II.3.3.Writing-Related Problems of EFL Learners, II.3.4.Solutions of Problems Chancing EFL Learners, II.3.4.Think Pair Share and Developing Students Writing Skill, II.3.4.1.Think Pair Share in Teaching Writing, II.3.1.2.Think Pair Share Can Improve Students Writing Skill, II.4.Conclusion, Chapter three: Data Collection and Analysis, III.1.Introduction, III.2.Participants, III.3.Objectives, III.4.The Analysis of Students’ Questionnaire, III.5.The Analysis of Teachers’ Interview, III.5.1.The Use of TPS Technique in EFL Classes, III.5.2.Teachers’ Perceptions of Students’ Writing, III.5.3.The Relationship between TPS Use and Students’ writing, III.5.4.Teachers’ Problems While using TPS Technique, III.6.Conclusion, Suggestions and Recommendations, Section One: Recommendations for Further Research, Suggestions for Teachers, Suggestions for Future Researchers, General Conclusion, Appendices, References.

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