COOPERATIVE LEARNING IN HIGH SCHOOL ENGLISH WRITING CLASSES: AN INVESTIGATION OF IMPLEMENTATION, OUTCOMES, AND MEDIATING FACTORS IN A MULTI-ETHNIC CONTEXT-A CASE STUDY OF MINZU MIDDLE SCHOOL OF PU’ER, CHINA

Abstract

Writing proficiency remains a persistent challenge in senior high school English education, particularly in linguistically diverse regions where students navigate multiple language systems. While cooperative learning (CL) has been theorized to enhance writing development through peer scaffolding and collective problem-solving, its application in multi-ethnic, heterogeneous proficiency contexts remains underexplored. This mixed-methods study investigates the interplay between CL implementation, writing outcomes, and mediating pedagogical factors at Minzu Middle School of Pu’er, Yunnan Province, China. Data were collected through questionnaires (n=92), semi-structured interviews with four participants, and analysis of ten writing samples over three months. Findings indicate that CL positively influences students' writing attitudes, with mean scores above 3.60 on a 5-point scale across most dimensions. However, a notable disparity emerges: while CL enhances macro-level writing features such as structural organization (M improvement=2.7 points) and content development (M=1.8 points), its impact on micro-level linguistic accuracy remains limited (M=0.5 points). This differential effect is attributed to group interaction patterns that prioritize ideational exchange over grammatical precision, compounded by persistent challenges of unequal participation, limited teacher scaffolding, and assessment mechanisms that fail to capture individual contributions. The study contributes empirical evidence to the theoretical understanding of cooperative learning in EFL contexts, demonstrating that CL’s benefits are domain-specific rather than uniform. Practical recommendations include dynamic grouping strategies, integrated language-focused instruction, and diversified evaluation systems that balance product and process assessment.