Think-talk-write: a cooperative language learning technique to improve writing skills in young adults

Abstract

This study aims to analyze the use of the Think-Talk-Write technique within the Cooperative Language Learning approach to understand how it contributes to improving writing skills in young adults. This research used a qualitative method with a phenomenological study. The population consisted of teachers from various educational institutions from Santa Elena and Salinas, Ecuador, while the sample was formed by 5 teachers who worked with young adults between the ages of 15 and 18. The data collection method implemented one-on-one interviews with an open-ended questionnaire. The results of this study were the following: 1. Teachers consistently face benefits like active participation, motivation, and group collaboration and also challenges like class time management, English proficiency limitations and uneven participation in the classroom. 2. This technique not only develops writing competence but also social and analytical skills. 3. The order of TTW phases fosters independent learning and logical sequencing, demonstrating that TTW is an effective and dynamic technique for improving writing skills.