On the effectiveness of team teaching in promoting learners’ grammatical proficiency
The present study aimed to examine how co-teaching may affect the learning process. To do so, a group of 58 first-grade students were assigned to two homogeneous classes. In one group learners received grammar instruction from co-teachers while in other grammar instruction was delivered by a single teacher. The findings revealed that the difference in method of grammar instruction did not lead to significant difference in participants’ performance. This finding implies that the appropriateness of co-teaching in educational systems, at least for teaching grammar in an EFL context like Iran, is doubtful and that co-teaching classes should be held cautiously.
Key words: Co-teaching, Co-teaching models, Grammar proficiency, Team teaching, Co-operative teaching
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