On the Effectiveness of Team Teaching in Promoting Learners' Grammatical Proficiency

• Published in: Canadian journal of education Vol. 36; no. 3; pp. 5 - 22
• Main Authors: Aliakbari, Mohammad, Nejad, Ali Mansouri
• Format: Journal Article
• Language: English
• Published: Toronto Canadian Society for the Study of Education 01.11.2013; Canadian Society for the Study of Education (CSSE)
• Subjects: Collaborative learning; College instruction; Collegiality; Comparative Analysis; Control Groups; Education; Educational Environment; Elementary school students; English (Second Language); English teacher education; English teachers; Experimental Groups; Foreign Countries; Grammar; Iran; Junior High School Students; Language Proficiency; Learning; Learning Processes; Males; Pretests Posttests; Quasiexperimental Design; Scores; Second Language Instruction; Special education; Statistical Analysis; Studies; Study and teaching; Teacher Collaboration; Teacher education; Teachers; Teaching; Teaching aids & devices; Teaching Methods; Teaching models; Team Teaching; Textbooks; Iran
• ISSN: 0380-2361; 1918-5979; 1918-5979

Collaborative practice by two teachers in planning, teaching, and evaluating the educational program is known as co-teaching. The present study aimed to examine how co-teaching may affect the learning process. To do so, a group of 58 first-grade students was assigned to two classes. In one group, learners received grammar instruction from co-teachers, while in the other group grammar instruction was delivered by a single teacher. The findings revealed that the difference in method of grammar instruction did not lead to a significant difference in the participants' performance. This finding implies that the appropriateness of co-teaching in educational systems, at least for teaching grammar in an EFL context, is doubtful, and that co-teaching classes should be used cautiously.