Teachers' Attitudes towards Using Cooperative Learning through Technology for Developing Writing Skills in a Military Context
Keywords:
Writing performance, information and communication technology (ICT), military writing, military English (ME), English for specific purposes (ESP)
Abstract
Teachers of English for Specific Purposes (ESP) consider writing one of the most challenging productive skills for military students to master. Writing is a vital skill for their future careers, as they must pass the high-stakes STANAG 6001 (Standardisation Agreement 6001) test for promotion. Teachers play a crucial role in teaching ESP by addressing students’ current needs and designing goal-oriented assignments to develop their writing skills and improve performance. Therefore, the purpose of the study was to explore ESP teachers’ attitudes toward using cooperative learning through technology to enhance writing skills and to assess their readiness to implement this instructional strategy, since successful implementation largely depends on teachers’ attitudes. The study used a quantitative approach. Data were collected through a questionnaire and analyzed with descriptive statistics. Participants included 58 teachers from various military educational institutions in NATO member, partner, and candidate countries such as Georgia, Ukraine, Latvia, and the UK. SPSS 27 was used for data analysis. The results show that most ESP teachers have positive attitudes toward using cooperative learning via technology to develop writing skills, as it can foster cooperation among English language learners. Although teachers note that students lack the necessary skills for effective cooperative group work and that the method places too much responsibility on students, these findings suggest that this complex approach has the potential to help military students improve their writing performance.
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References
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22. Liton, H. A. (2014). Exploring teachers' attitudes towards ICT integration into ESP and EFL classrooms. International Journal of Instructional Technology and Distance Learning, 11(5), 3-26. https://www.academia.edu/10156678/Exploring_Teachers_Attitude_towards_ICT_integration_into_ESP_and_EFL_Classroom
23. Lythgoe, T. J. (2023). Professional Writing: The Command and General Staff college Writing guide. United states Army Command and General Staff college. https://armyuniversity.edu/cgsc/cgss/dcl/files/ST_22-2_Jul2023.pdf
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25. Ministry of Defence of Georgia. (2025, September 1). https://mod.gov.ge/ge/page/116/stanag-6001
26. Moges, B. (2019). Practice and challenges of cooperative learning in selected colleges of Asi University: As a motivational factor for enhancing students' learning. Universal Journal of Psychology, 7(1), 1-17. https:// doi.org/10.13189/ujp.2019.070101
27. Mohammad, H., & Mohammad, F. (2018). EFL learners' attitude towards cooperative learning in the writing skill. International Journal of Language and Linguistics, 7(1),92-98. https:// doi.org/10.30845/ijll.v5n4p11
28. Murad, T. (2021). The effect of teachers' attitudes towards collaborative instruction on students' writing and speaking skills. 12(3), 343-351. https://doi.org/10.17507/jltr.1203.03
29. Obilisteanu, G., & Niculescu, B. (2017). The importance of developing writing skills in the military. I Knowledge-Based Organization, 23(2), 343-348. https://doi.org/10.1515/kbo-2017-0140
30. Opedecam, E., & Everaet, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3),223-233. https:// doi.org/10.1080/09639284.2018.1477056
31. Santos, L. A., Lima, N. A., Silveira, J. M., & Grilo, R. J. (2019). Military higher education teaching and learning methodologies: an approach to the introduction of technologies in the classroom. Security and Defence Quarterly, 24(2), 127-156. https:// doi.org/10.35467/sdq/108668
32. Seyoum, Y., & Molla, S. (2022). Teachers' and students' roles in promoting cooperative learning at Haramaya, Dire Dawa, and Jigjiga Universities, Ethiopia. Educational Research International, 1(1), 1-11. https://doi.org/10.1155/2022/7334592
33. Silva, R., Farias, C., & Mesquita, I. (2021). Cooperative learning contribution to student social learning and active role in the class. Sustainability, 13(8644), 2-18. https://doi.org/10.3390/su13158644
34. Sulisworo, D., Agustin, S. P., & Sudarmiyati, E. (2016). Cooperative -blended learning using Moodle as an open source learning platform. Technology Enhanced Learning, 8(2), 187-198. https:// doi.org/10.1504/IJTEL.2016.078089
35. Suryana, Y., & Iskandar, D. (2015). The use of a process-product hybrid approach to improve students' writing skills. Indonesian EFL Journal, 1(2), 164-172. https://doi.org/10.25134/ieflj.v1i2.624
36. Swiatek, A., & Braszczynska, M. (2020). 14(4), 89-132. https://doi.org/10.36145/DoC2020.17
37. Wesley, P., & Plummer, E. (2021). language learner attitudes, technology attitudes, and technology prevalence at the secondary level. The JALR CALL Journal, 17(3), 233-255. https:// doi.org/10.29140/jaltcall.v17n3.465
38. Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. Z. (2013). Effect of cooperative learning on secondary School students' mathematics achievement. Creative Education, 4(2), 98-100. https:// doi.org/10.4236/ce.2013.42014
2. Aysu, S. (2020). The use of technology and its effect on language learning motivation. Journal of Language Research (JLR), 4(1), 86-100. https://dergipark.org.tr/tr/download/article-file/1340883
3. Boubekka, S., & Maouche, S. (2021). Teachers' attitudes towards collaborative writing in the Algerian EFL context: Challenges and perspectives. El Mohtaref Journal of Soprs, Social and Human Science,8(1),445-470. https://asjp.cerist.dz/en/article/154865
4. Bureau for International Language Co-ordination. (2025, August 5). BILC: https://natobilc.org/en/products/testing-resourses/
5. Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL teachers' Familiarity with and opinion on the internet-based teaching of writing. English Language Teaching, 9, 199-208. https: //doi.org/10.5539/elt.v9n1p199
6. Chakyarkandiyil, G. S., & Prakasha, G. S. (2023). Cooperative learning strategies: implementation challenges in teacher education. Problems of Education in he 21st Century, 81(3), 341-359. https:// doi.org/10.33225/pec/23.81.340
7. Chuong, P. T. (2022). The effect of using technology to engage students in learning English at a secondary school. International Journal of Language Instruction,1(1), 86-98. https:// doi.org/10.54855/ijli.22118
8. Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed method approaches. Sage Publications.
9. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge University Press.
10. Duran, D., Flores, M.,& Miquel, E. (2019). The teacher's role during cooperative learning: Should I leave the classroom when students are independently working in teams?. Journal of Classroom Interaction, 54(2),24-40.https://webs.uab.cat/grai/wp-content/uploads/sites/353/2023/02/final_54.2-25-41.pdf
11. Fabijanic, I., & Malenica, F. (2014). Abbreviations in English military technology. Brno Studies in English, 39(1), 39-87. https:// doi.org/10.5817/BSE2013-1-4
12. Gillies, R. M. (2016). Cooperative learning: review of research and practice. Australian Journal of Teacher Education, 41(3), 39-53. https://doi.org/ 10.14221/ajte.2016v41n3.3
13. Herwiana, S. (2021). Strengths and weaknesses of collaborative writing and peer feedback in an EFL intensive reading and writing coursework. Pioneer, 13(1), 105-121. https://doi.org/ 10.36841/pioneer.v13i1.944
14. Hyland, K. (2013). ESP and writing. In B. Paltridge & S. Starfield, Handbook of English for Specific Purposes (pp. 95-114). Blackwell. https:// doi.org/10.1002/9781118339855.ch5
15. Jalil, N. A., & Mohamad, M. (2024). Technology-enhanced collaborative writing (TECW): Malaysian ESL teachers' challenges and strategies. Learning Media and Digitalization. 182, 1-11. The 5th Annual Conference on Education and Social Science. https:// doi.org/10.1051/shsconf/202418202003
16. Johnson, D. W., & Johnson, R. T. (2014). Using technology to revolutionize cooperative learning: an opinion. Frontiers in Psychology,5(1156),13. https:// doi.org/10.3389/fpsyg.2014.01156
17. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365-379. https://www.jstor.org/stable/20532563
18. Keramati, M. R., & Gillies, R. M. (2022). Advantages and challenges of cooperative learning in two different cultures. Education Science, 12(3), 2-14. https:// doi.org/10.3390/educsci12010003
19. Khan, R. M., Mustafa, G., & Awan, A. A. (2020). Learners' attitudes on the infusion of cooperative learning in education. Oriental Research Journal of Social Sciences, 5(2),164-175. https://www.gcwus.edu.pk/wp-content/uploads/2021/01/14.-Learners-Attitudes-on-the-Infusion-of-Cooperative-Learning.pdf
20. Liebech-Lien, B. (2020). The bumpy road to implementing cooperative learning: towards sustained practice through collaborative action. Cognet Education, 7(1),1-17. https:// doi.org/10.1080/2331186X.2020.1780056
21. Likaj, M. (2015). Teaching writing through a communicative approach in Military English. Journal of Education and Practice, 6(20), 102-107. https://www.iiste.org/Journals/index.php/JEP/article/view/24203
22. Liton, H. A. (2014). Exploring teachers' attitudes towards ICT integration into ESP and EFL classrooms. International Journal of Instructional Technology and Distance Learning, 11(5), 3-26. https://www.academia.edu/10156678/Exploring_Teachers_Attitude_towards_ICT_integration_into_ESP_and_EFL_Classroom
23. Lythgoe, T. J. (2023). Professional Writing: The Command and General Staff college Writing guide. United states Army Command and General Staff college. https://armyuniversity.edu/cgsc/cgss/dcl/files/ST_22-2_Jul2023.pdf
24. McNitt, A. (2021). Leadership and military writing: Direct, organized, strategic. Military Review, 102(12), 121-128. https://www.armyupress.army.mil/Journals/Military-Review/English-Edition-Archives/January-February-2021/
25. Ministry of Defence of Georgia. (2025, September 1). https://mod.gov.ge/ge/page/116/stanag-6001
26. Moges, B. (2019). Practice and challenges of cooperative learning in selected colleges of Asi University: As a motivational factor for enhancing students' learning. Universal Journal of Psychology, 7(1), 1-17. https:// doi.org/10.13189/ujp.2019.070101
27. Mohammad, H., & Mohammad, F. (2018). EFL learners' attitude towards cooperative learning in the writing skill. International Journal of Language and Linguistics, 7(1),92-98. https:// doi.org/10.30845/ijll.v5n4p11
28. Murad, T. (2021). The effect of teachers' attitudes towards collaborative instruction on students' writing and speaking skills. 12(3), 343-351. https://doi.org/10.17507/jltr.1203.03
29. Obilisteanu, G., & Niculescu, B. (2017). The importance of developing writing skills in the military. I Knowledge-Based Organization, 23(2), 343-348. https://doi.org/10.1515/kbo-2017-0140
30. Opedecam, E., & Everaet, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3),223-233. https:// doi.org/10.1080/09639284.2018.1477056
31. Santos, L. A., Lima, N. A., Silveira, J. M., & Grilo, R. J. (2019). Military higher education teaching and learning methodologies: an approach to the introduction of technologies in the classroom. Security and Defence Quarterly, 24(2), 127-156. https:// doi.org/10.35467/sdq/108668
32. Seyoum, Y., & Molla, S. (2022). Teachers' and students' roles in promoting cooperative learning at Haramaya, Dire Dawa, and Jigjiga Universities, Ethiopia. Educational Research International, 1(1), 1-11. https://doi.org/10.1155/2022/7334592
33. Silva, R., Farias, C., & Mesquita, I. (2021). Cooperative learning contribution to student social learning and active role in the class. Sustainability, 13(8644), 2-18. https://doi.org/10.3390/su13158644
34. Sulisworo, D., Agustin, S. P., & Sudarmiyati, E. (2016). Cooperative -blended learning using Moodle as an open source learning platform. Technology Enhanced Learning, 8(2), 187-198. https:// doi.org/10.1504/IJTEL.2016.078089
35. Suryana, Y., & Iskandar, D. (2015). The use of a process-product hybrid approach to improve students' writing skills. Indonesian EFL Journal, 1(2), 164-172. https://doi.org/10.25134/ieflj.v1i2.624
36. Swiatek, A., & Braszczynska, M. (2020). 14(4), 89-132. https://doi.org/10.36145/DoC2020.17
37. Wesley, P., & Plummer, E. (2021). language learner attitudes, technology attitudes, and technology prevalence at the secondary level. The JALR CALL Journal, 17(3), 233-255. https:// doi.org/10.29140/jaltcall.v17n3.465
38. Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. Z. (2013). Effect of cooperative learning on secondary School students' mathematics achievement. Creative Education, 4(2), 98-100. https:// doi.org/10.4236/ce.2013.42014
Published
2025-11-30
How to Cite
Chkotua, M., & Kharchilava, M. (2025). Teachers’ Attitudes towards Using Cooperative Learning through Technology for Developing Writing Skills in a Military Context. European Scientific Journal, ESJ, 21(31), 46. https://doi.org/10.19044/esj.2025.v21n31p46
Section
ESJ Social Sciences
Copyright (c) 2025 Maia Chkotua, Maia Kharchilava
This work is licensed under a Creative Commons Attribution 4.0 International License.
