This study aimed to examine how English instructional strategies can enhance learners' abilities in English as a Foreign Language (EFL) listening, reading, and speaking. The research used experimental instruction and evaluation, including pretests and posttests for English proficiency in listening and reading, and speaking as well as a Student Attitude Questionnaire (SAQ) and an Interpersonal Communication Competence (ICC) inventory. The study involved two groups of college English classes: an experimental group consisting of 55 freshmen and a control group consisting of 38 freshmen. Both groups were taught by the same instructor and received four months of training. The experimental group used cooperative learning (CL) strategies, while the control group used traditional grammar translation whole class (GTWC) teaching. The results of the quasi-experimental study showed that students in the cooperative learning strategy group, who were encouraged to seek help and accept tutoring from their peers, were more motivated to learn in the EFL setting. Furthermore, motivating students to take responsibility for their own learning and creating an environment that encouraged seeking help and accepting tutoring from peers led to improved interactive English usage and enhanced self-reinforcement and self-improvement skills.
