Résumé:
Learning the four language skills has undoubtedly created positive impacts on our life in general and on education in particular. Among these four skills, writing which plays an important role in the learning process. This work attempts to discuss the issue of the improvement of learners' writing skill through the implementation of Think-Pair-Share as a cooperative learning technique among third year pupils at Hamza Ibn Abd El Motalib Secondary School in Khemis-Miliana (Ain Defla). This dissertation aims to help learners in enhancing their writing abilities. Another objective of this study is to highlight the positive effects of using TPS on improving the writing skill among teachers and learners. Through our aim, we suggest some hypothesis: first, learners should work in pairs to improve their writing level through exchanging ideas and thoughts because it helps them to minimize their weaknesses and difficulties. Then, TPS must achieve a high acceptance by teachers in order to make their learners more comfortable and motivated. Finally, we hypothesize that teachers face various problems while using TPS such as noise, disturbance and lack of time. This, we work on two questionnaires to examine both teachers and learners feedback. The research findings go hand in hand with our hypothesis which emphasize TPS as a vey essential cooperative learning technique to enhance learners' writing in English.
