International Journal of Education and Social Science (IJESS)

At present, the traditional large-class teaching is difficult to achieve the goal of the Ministry of Education regarding college English teaching. In order to cultivate students' English application ability, cross-cultural communicative competence and autonomous learning ability, the teaching model of cooperative learning is introduced into the classroom. Firstly, based on the group dynamics theory in cooperative learning, classroom teaching and learning theory, motivation theory and social cohesion theory, this paper clarifies the advantages of cooperative learning. Then, in light of the three main factors that influence the effect of cooperative learning, such as the lack of classroom regulation, the imbalance of student participation and the single evaluation mode, the strategies for improving the quality of cooperative learning are given. Finally, based on the analysis of group work in English teaching practice, it shows that cooperative learning is feasible in large-classroom English teaching, playing a positive and effective role in the students' English learning, especially in language output, that students’ speaking and writing skills have been significantly improved, and that in the process of cooperative learning, students' autonomous learning ability and their sense of teamwork are enhanced.