Impact of Team Teaching on the Academic Performance, Motivation, and Collaboration of Iranian EFL Learners: Oral Skills and Counseling Procedures in Focus
DOR: 20.1001.1.23223898.2021.9.37.9.7
الموضوعات :
Faramarz Narmashiri 1 , Masoud Tajadini 2 , Neda Fatehi Rad 3
1 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
الکلمات المفتاحية: Oral Proficiency, Reinforcement, team teaching, psychological counseling,
ملخص المقالة :
This paper aimed to critically look at team teaching tactics and the role it plays in achieving teaching and learning effectiveness. Specifically, using psychological counseling procedures, this study examined the benefits this learner-centered attitude brings to the student teachers and students, and also discussed different possible issues that may arise. To this purpose, a mix-methods design which comprised pretest, posttest, questionnaires, and interview was utilized to collect the necessary data. 52 Iranian high school EFL students were selected through purposive sampling and divided into a Control Group (CG) and an Experimental Group (EG). Also, two English language teachers, and a teacher as counselor were purposively selected to participate in team teaching procedure. The control group was taught through traditional methods of language teaching and the experimental group was taught through team teaching procedures. The posttest results showed that there were significant differences in favour of the experimental group between the two groups in terms of their oral proficiency.Also, the results obtained from the questionnaires revealed that that there were significant differences in the participants’ outlook towards using team teaching methods in the language class. It was further found that there was a very strong evidence of partnership between team teaching plus counseling practice and inherent academic motivation as well as between team teaching and counseling procedure. The findings of the study are valuable for English language instructors, materials developers, program planners, and education administrators.
Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The relationship between students’ reading motivation and reading comprehension. Journal of Education and Practice, 4(18), 8-17.
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia-Social and Behavioral Sciences, 199(3), 394-401.
Aliakbari, M., & Bazyar, A. (2012). Exploring the Impact of Parallel Teaching on General Language Proficiency of EFL Learners. Journal of Pan-Pacific Association of Applied Linguistics, 16(1), 55-71.
Aliakbari, M., & Nejad, A. M. (2013). On the Effectiveness of Team Teaching in Promoting Learners' Grammatical Proficiency. Canadian Journal of Education / Revue canadienne de l'éducation, 36(3), 5-22. http://www.jstor.org/stable/canajeducrevucan.36.3.5.
Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.
Bailey, K. M., Curtis, A., Nunan, D., & Fan, D. (2001). Pursuing professional development: The self as source (Vol. 63). Heinle & Heinle Boston, MA.
Cullen, A., Gaskell, M., Garson, D., & McGowan, E. (2009). Co-teaching: Why two heads are better than one. SLA annual conference, Washington, DC.
Dahlgren, R. (2005). Time to Teach. ID: Center for Teacher Effectiveness.
Haghighi, J. K., & Abdollahi, K. (2014). On the Efficacy of team teaching and station teaching in the enhancement of students’ reading comprehension in an EAP situation. Procedia-Social and Behavioral Sciences, 98, 882-890.
Khoshnodifar, Z., Abbasi, E., Farhadian, H., Sadighi, H., & Pouratashi, M. (2020). Comparative Comparison of Lecture and Team Member Teaching Design Methods in Agricultural Higher Education System of Iran. Journal of Agricultural Science and Technology, 22(4), 891-904.
Liebel, G., Burden, H., & Heldal, R. (2017). For free: continuity and change by team teaching. Teaching in higher education, 22(1), 62-77. https://doi .org/10.108 0/1356 2517.2 016.12 21811.
Migdadi, Ali Ibrahim Mohammad and Baniabdelrahman, Abdallah (2016). The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes Towards This Strategy. Journal of Education and e-Learning Research, 3 (2), 38-50.
Mohammad Hassani Soudmand, F., & Ahour, T. (2020). The Effect of One Teach-One Assist Model of Co-teaching on Iranian EFL Learners’ Reading Comprehension. Journal of English Language Pedagogy and Practice, 13(26), 24-48. https://do i.org/10.3 0495/JA L.2020.676716.
Namaziandost, E., Neisi, L., Nasri, M., & Heidari-Shahreza, M. A. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1), 1683933. https://do i.org/10.108 0/23311 86X.2019.1683933.
Zubkova, O., & Burak, M. (2016). The empirical research of prosodic organization of tropes in spontaneous public speech. Russian Linguistic Bulletin(3 (7)), p. 122. https://do i.org/10.1 8454/RULB.7.10