The purpose of this study is to examine whether or not the implementation of the oral presentation activities (OPAs) can help make an EFL classroom a community of practice in which cognitive apprenticeship occurs. The participants of the study were intermediate-level Japanese university students. The OPAs include two types of activities: (a) a pair work activity for practicing presentations and exchanging advice and feedback, and (b) an oral presentation given in front of the class. This study reveals that the implementation of the OPAs contributed to building relationship that enable students to learn from each other as practitioners, developing a shared repertoire of resources in pursuit of their interests in the EFL classroom. Furthermore, it can help make the EFL classroom a community of practice in which students experienced main aspects of cognitive apprenticeship. Viewing language learning as social participation gives us significant implications in developing activities in an EFL classroom.
