Cooperative learning has frequently been used in language classrooms, from in-class task-based group work to group presentations. Research suggests that cooperative learning provides mutual support, as well as successful and effective learning outcomes of tasks. The present research addressed a number of problems discovered in group oral presentations in an EAP context where cooperative learning is the core of the course. As learning is strongly related to strategies or approaches adopted to facilitate one's comprehension and production of the target language, the purposes of the present study were to investigate the use and influence of learner strategies in cooperative and individual learning, and the benefits of cooperative learning in improving students' English speaking ability. Fifty-two, third-year French major college students taking the Professional English Course at a college in Taiwan participated in the study. All participants were required to give oral presentations on the topics taught in class. Research methods included questionnaires, interviews, and oral assessments. The findings showed that, first, certain learner strategies had positive impacts on the students' language performance in the two types of presentation and second, that group oral presentation had the greatest influence on improving students' speaking ability, while other forms of cooperative learning activities enhanced their motivation for learning. (Contains 10 tables.)