2.4.1 Positive Interdependence and Individual Accountability. 18

2.4.2. Processing Group Interaction. 18

2.4.3. Peer Feedback. 19

2.5. Cooperative writing in EFL classrooms. 19

2.6. Perspectives on cooperative writing. 21

2.7. Benefits of Cooperative Approach in EFL Writing Classroom.. 25

2.8. Preparing EFL Students for peer response in writing classrooms. 26

2.9. Guidelines for preparing EFL students for peer response. 27

2.10. Personality Factors and Teaching Writing. 30

C H A P T E R III : METHODOLOGY.. 37

3.1. Overview.. 38

3.2. Participants. 38

3.3. Instrumentation. 39

3.3.1 Personality Questionnaire. 39

3.3.2 Preliminary English Test (PET) 40

3.2.2 Essay Writing Test 42

3.2.3 Writing Rating Scales. 42

3.4 Procedure. 43

3.5. Design. 45

3.6. Statistical Analysis. 45

C H A P T E R IV: RESULTS AND DISCUSSION.. 47

4.1. Introduction. 48

4.2. Participant Selection. 48

4.2.1. Descriptive Statistics of the PET Piloting. 49

4.2.2. Descriptive Statistics of the PET Administration. 50

4.2.3. Identifying the Degree of Extroversion. 51

4.3. Posttest 54

4.4. Testing the Null Hypothesis. 56

4.5. Discussion. 57

C H A P T E R V : CONCLUSION, PEDAGOGICAL IMPLICATIONS AND SUGGESTIONS. 61

5.1. Introduction. 62

5.2. Restatement of the Problem.. 62

5.3. Pedagogical Implications. 64

5.4. Suggestions for Further Research. 66

REFRENCES. 68

Appendices. 76

APPENDIX A: Eysenck Personality Inventory. 77

APPENDIX B: Preliminary English Test (PET) 80

LIST OF TABLES

Table 4.1 Descriptive Statistics of the PET Piloting. 49

Table 4.2 Reliability of the PET in the Pilot Phase. 50

Table 4.3 Descriptive Statistics for PET Proficiency Test 51

Table 4.4 Descriptive Statistics of the Participants’ Performance in EPI 52

Table 4.5 Descriptive Statistics of the Participants’ E-Score in EPI 53

Table 4.6 Reliability of the EPI Questionnaire. 54

Table 4.7 Descriptive Statistics for the Essay Writing Posttest in Both Groups 54

-Test on the Performance of Both Groups in the Essay Writing Posttest 56

LIST OF FIGURES

Figure 4.1 Histogram of the Scores Obtained on the PET Piloting. 49

Figure 4.2 Histogram of the Scores Obtained on the PET Administration. 51

Figure 4.3 Histogram of the Participants’ Scores in EPI 52

Figure 4.4 Histogram of the E Scores of the Participants in EPI 53

Figure 4.5 Histogram of the Writing Posttest Scores Obtained by the Introvert Group 55

Figure 4.6 Histogram of the Writing Posttest Scores Obtained by the Extrovert Group 55

C H A P T E R I

BACKGROUND AND PURPOSE

1.1 Introduction

Living in 21 century and being a part of the global village, writing in English is a fundamental skill. Writing well is a necessity for academic success and a basic requirement for communication. ” It is unique and stands out of the four skills of language because its nature allows for examination and reexamination, debate and decision making, choice and revision and cognitive activities which require higher order thinking skills of communicator” (Hobson& Schafermeyer, 1994, p.51 ).