The objective of the study was to evaluate the design of speaking activities in grade 12 English textbook in terms of promoting cooperative learning. The study was particularly attempted to answer research questions: whether the speaking activities presented in grade 12 English textbook to promote cooperative learning, the study also intended to answer How do teachers perceive speaking activities in grade 12 English textbook in terms of promoting cooperative learning? A descriptive research design was used for the study. In addition, Three EFL teachers who had been teaching English more than fifteen years were selected comprehensively as participants of the study. Document analysis and interview were data collection tools in the study. The design of speaking activities in the textbook was evaluated using cooperative learning elements those are positive interdependence, group and individual accountability, face to face interaction, group processing and social skills. And interview was carried out for teachers. The data from the document analysis and the teachers’ interview were analyzed qualitatively. The finding of the study indicated that the speaking activities in the textbook promoted cooperative learning to some extent. On the other hand, positive interdependence, face to face interaction and social skill pointed as they presented more than that of two elements of cooperative learning. It indicated that speaking activities in the textbook did not encourage elements of cooperative learning in the expected manner. Textbook designers and developers should consider the systematic design of cooperative learning elements when they design the textbook including equal distribution of elements of cooperative learning.