The purpose of this study was to investigate the effects of cooperative learning techniques on foreign language self-concept and exploring the relationship between the foreign language self-concept and academic success. This research was carried out through an experimental design with experimental and control groups. In experimental language classrooms students are engaged in cooperative learning techniques whereas in control groups students are exposed to traditional lecture methods for thirteen weeks. Participants of this study consisted of 182 students enrolled in general English language courses in a two- year higher education institution. The data of the research were gathered by the Foreign Language Self-Concept Scale which was developed by the researcher and a reading comprehension placement test. The results demonstrated that the effect of cooperative learning on foreign language self-concept was found to be insignificant. Furthermore, there was no significant correlation between foreign language self-concept and reading comprehension scores.
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