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O trabalho colaborativo é amplamente utilizado nas aulas de inglês, mas os alunos nem sempre participam ativamente ou usam a língua inglesa durante as atividades. Esta pesquisa examinou a influência de duas estratégias cooperativas, Numbered Heads Together e Jigsaw, no trabalho em grupo, nas percepções dos alunos e na dinâmica dos grupos de alunos em uma sala de aula de inglês como língua estrangeira do quarto ano no Equador. Este estudo utilizou um delineamento de métodos mistos convergente paralelo envolvendo 78 alunos de uma escola primária. Os dados foram coletados por meio de um questionário aplicado aos alunos e de observações de aula durante a aplicação das duas estratégias. De modo geral, os alunos se beneficiaram da aprendizagem colaborativa, e essa colaboração não apenas incentivou os aprendizes a participar, mas também lhes permitiu auxiliar os colegas e tornou as aulas divertidas. As observações corroboraram que ambas as estratégias levam a engajamento ativo e trabalho em grupo organizado. No entanto, com a implementação da estratégia Jigsaw, os alunos usaram menos a língua inglesa, indicando que as maiores exigências de comunicação dessa estratégia podem ter tornado necessário apoio linguístico adicional. Esses achados enfatizam a utilidade da aprendizagem cooperativa bem organizada em salas de aula de inglês como língua estrangeira na educação primária e, simultaneamente, destacam que a colaboração efetiva deve estar alinhada a um andaimento (scaffolding) apropriado para incentivar o uso significativo da língua-alvo.
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