This article reports a study examining the use of group activities in English language coursebooks published since 1990. Ten coursebooks were randomly selected for examination. The number and percentage of group activities and of group activities rated as fostering cooperation were calculated. The results are discussed in light of theory and research on cooperative learning, task-based language teaching, and the roles of learners, teachers, and coursebooks. Suggestions are made for how group activities can better foster cooperation among group members. [This article appeared in "ELT Journal," v50 n2 p99-107 Apr 1996.]