Abstract: Writing is one of the essential skills in any language. However, teaching it to learners can be one of the most challenging things in the educational process. Plenty of students in Oman find writing to be the most difficult aspect of English. Therefore, teachers try to adapt and adopt several teaching and learning methods to help students overcome this issue. One of these methods is technology-assisted cooperative learning. This may have a useful influence during classroom teaching. This study aims at investigating the impact of using technology-assisted cooperative learning among 8^th graders to improve their English writing skills. The sample was 64 students enrolled in the 8th level at Um Saleem School in Dhofar governorate, Oman. The design of the study is quasi-experimental as the sample was chosen purposely but assigned randomly into equivalent control and experimental groups. The quantitative design was utilized as the participants took a pre and post-test to gather the needed data. The collected data was analyzed using SPSS to provide detailed results. Based on the data analysis, the technology-assisted cooperative learning method is effective in improving students' writing. Also, it is more effective than other teaching methods implemented by English teachers in Omani schools. Additionally, the researchers recommend teachers apply technology-assisted cooperative learning techniques in their classrooms to enhance their students' writing skills.