Cooperative learning and learner autonomy have become heated topics in English teaching. Many researchers both at home and abroad have carried out the study on this field, and they proved that learner autonomy and cooperative learning are rel-evant, cooperative learning can promote English majors’learning autonomy in terms of listening, reading, speaking, however, no obvious findings in vocabulary and writing. This study is conducted to prove the feasibilities and effectiveness of cooperative learning applied to foster first-year non-English majors’learning autonomy from the aspect of vocabulary and structure. The re-sults of this study showed that cooperative learning was much more effective than traditional teaching approaches in fostering some positive affective factors. According to this research, cooperative learning can also improve learners ’vocabulary and struc-ture significantly.