Cooperative Learning in the EFL Classroom Sylvia Fehling, Universität Kassel, Bundesrepublik Deutschland Abstract The following article focuses on cooperative learning in the EFL (English as a Foreign Language) classroom. First, cooperative learning is defined and its relevance and aims especially for EFL are described. Furthermore, it is discussed which role research plays in the context of cooperation in the EFL classroom. Finally, the results of a survey on cooperative learning in the EFL classroom in Germany are shown and conclusions are drawn. I want to thank Mr StR Stephen Mason (University of Kassel) for proofreading the article and Ms Julia Bohn (University of Kassel) for her help in connection with the databank research. Cooperative Learning: A Definition Cooperative learning can be characterized as a social process in which knowledge is acquired through the successful interaction between the group members (Cohen, 1994; Weidner, 2003, p. 33), as Slavin (1995, p. 2) shows: Cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content. In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to assess each other’s current knowledge and fill in gaps in each other’s understanding. In addition, the following five elements are important aspects of cooperative learning (Gillies, 2007, p. 4; Weidner, 2003, p. 34):  Individual Accountability “involves students’ understanding that they will be held accountable for their individual contributions to the group, that free-loading will not be tolerated, and that everyone must contribute” (Gillies, 2007, p. 5).  Social Skills refer to interpersonal and small group skills such as effective commu-nication which are needed to cooperate successfully (ibid.).  Face-to-Face Interaction involves working in small groups where students can see each other and are engaged in face-to-face interaction (ibid., p. 4).  Positive Interdependence among students is established when everybody understands that each member’s contribution is important in helping the group to achieve its goal (ibid.).  Group Processing refers to the assessment of cooperative learning. It can be described as a formative assessment that focuses on students’ feedback on the learning process, including the students’ reflection on what they still need to do to accomplish their objectives (ibid., p. 5). Despite the fact that there seem to be similarities between cooperative learning and group work, it has to be differentiated between these two concepts (Huber, 2004, p. 5): Whereas in group work the group product (e. g. filling out a work sheet, working on a text together) is the main emphasis, the focus in cooperative learning is on learning and social processes of each individual student during the students’ collaboration (ibid., pp. 5-6; Weidner, 2003, p. 29). In traditional group work there is consequently the risk that students might not