In this paper, the history and current state of Japanese cooperative learning techniques in English-as-a-Second-Language (ESL) education for Japanese junior high school students is surveyed, and an empirically-based argument is made in favor of using BAZU (BUZZ) techniques. The past and current methods of teaching English in Japan have left students with little confidence in their ability to speak English and correspondingly little interest in learning more. Buzz Learning is a cooperative theory based on the premise that depends on the interactive human relationships of the learners. It operates on the empirically demonstrated fact that the meaningful use of these interpersonal relationships makes independent and effective learning possible. The group and cooperative basis of Buzz Learning helps students to learn from one another and can be effective in mitigating characteristics attributed to Japanese learners, such as shyness and group consciousness. The introduction of Buzz Learning techniques at the junior high school level has resulted in dramatically improved reading ability, an augmented ability to learn by themselves, fewer students with inferiority complexes, and students learning out of curiosity rather than just obligation. (KFT)