Abstract: This study explores the impact of different cooperative learning patterns on learners’ positive interdependence and English autonomous learning ability. Based on the hypothesis of “output-driven, input-enabled”, this study designs a blended cooperative learning pattern. A 24-week contrastive teaching experiment and a questionnaire survey reveal that, learners engaged in blended cooperative learning show a significantly higher degree of positive interdependence, especially resource interdependence. Blended cooperative learning also resulted in significantly higher autonomous learning ability in general, but improvement with the strategy-oriented ability is not so obvious. Correlation analysis suggests that positive interdependence and its two forms, i.e., goal interdependence and resource interdependence, are all positively correlated with autonomous learning ability, but the correlation between resource interdependence and autonomous learning ability is significantly stronger. To ensure the effectiveness of cooperative learning and thereby improve learners’ autonomous learning ability, teachers should make improve evaluative mechanism, pinpoint individual accountability, conduct explicit strategy-oriented teaching and reinforce constructive guidance on learners’ cooperative learning.