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Cooperative language learning (CLL) approach was used to encourage second-year university students at the college of languages and translation, at Al-Imam University to learn from their peers so that they could develop their writing skills. Students in CLL-based groups were trained to be more responsible for their learning through developing their personal interaction as well as their linguistic competence in a more relaxed social context. This treatment included sophomore students enrolled in EN 211 course in the second semester of 2013 academic year. Two instruments were used in this study; a pre-post writing test, and an attitude questionnaire. The pre- and post- scores from the test were calculated for descriptive statistics and compared using a Wilcoxon Test. The process of evaluating students’ writings focused mainly on analyzing their mistakes with regard to spelling, using of vocabulary, grammar, punctuation as well as coherence. The findings revealed that the students’ scores in writing were higher for the post-test than the pre-test at the significance level of .001 after being subject to this kind of treatment. However, it must be stated that the degree of improvement was not extremely high as students still made some mistakes with regard to the previously mentioned points. As for the attitude scale, the results obtained proved that the students developed positive attitudes towards using the cooperative learning approach to develop language skills in general and to develop their writing skills in particular.

The Effectiveness of Using the Cooperative Language Learning Approach to Enhance EFL Writing Skills among Saudi University Students