The aim of this paper is to investigate the image of cooperative learning in college classrooms on student autonomy. English language teaching (ELT) in Japanese colleges seems to be in the midst of a paradigm shift from teacher-centered to learner-centered. In the past, memorization had been a major component in the teacher-centered classrooms. From a learner-centered perspective, learning is not a passive acceptance of information. On the other hand, learning is an active process with responsibility for learning placed on and within the learner. In other words, student-initiated critical thinking must take place for learning to occur. This study involved a total of 34 participants-12 groups of 2 or 3. Participants were part of an intact `language and culture\u27 class in a private university in Tokyo. There participants chose a topic concerning English and Japanese language and culture. Participants were required to work autonomously and cooperatively with group members to research and create a final presentation which was delivered to the entire class. Prior to the commencement of this study and at the conclusion of the study (pre and post), participants completed a two-part (Part I dichotomous, Part II open-ended) questionnaire. The results suggest that learners having the responsibility for their own learning and having to engage in critical thinking has a positive influence on their ability to work cooperatively with group members and autonomously from teacher instruction
