Innovation in Language Learning

Cooperative learning is thought to be effective in providing mutual support for students in class activities from task-based group work to group presentations. However, research suggests that group presentations without production-oriented learning strategy input may inevitably result in simple work division, workload reduction and uncertainty of presentation success. Thus, the present paper is to examine how leaner strategies were motivated and how they affected group presentation performances as well as how language learners’ self-efficacy changes when cooperative learning strategies were motivated, enabled and assessed in group  presentations. Fifty-one undergraduates majoring STEM in a university in China participated in the study. All participants were required to give two group presentations on the topics concerned with EAP context, one as a pretest, and the other as a post-test. Questionnaires, interviews, and oral assessments were used to collect the data. The findings showed that the production-oriented learner strategies had positive impacts on the participants’ language performance, leading to  increased  popularity among their peer audience. Additionally, other forms of cooperative learning activities enhanced students’ motivation for learning and their self-efficacy due to  the cultivation of their academic literacy.