In an environment, in which English is a second or other language for every student, fear and anxiety affect students' learning and engagement. Yet, in spite of these concerns, students welcomed the chance to practice their spoken English in cooperative structures while learning about and engaging in their composing processes. English language learners (ELLs) often have two main goals in their writing class: to improve their writing; and to enhance their English language proficiency. It is teachers' responsibility then to help their students meet those goals, and cooperative learning helps them to respond effectively, professionally, and compassionately to their linguistic needs. This cooperative learning, provides increased opportunities for second language learners to develop simultaneously their ideas, organization, voice, and sense of writing conventions, along with their language proficiency, in an informal, safe setting.