Team-teaching and English language Achievement in Iranian High School Classrooms across Genders
Subject Areas :Nasrin Mehrvarz Bahambari 1 , Valeh Valipour 2 , Mohammadreza Kodareza 3
1 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran
3 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran
Keywords: English language achievement, Iranian high school classrooms, Team-teaching,
Abstract :
Drawing on the team-teaching model of multiple instruction, this study aimed to investigate the impact of team-teaching on the English language achievement of Iranian high school students. The study employed a sequential explanatory mixed-method design, consisting of two phases for data collection and analysis. In the quantitative phase, 40 male and 40 female students aged 16-18 were conveniently sampled from tenth-grade high schools in Lahijan, Iran. They were divided into two experimental and two control groups. The experimental groups received instruction using the team-teaching model, while the control groups received traditional instruction. Data analysis was conducted using one-way ANOVA, which revealed a statistically significant improvement in the performance of the experimental groups compared to the control groups. Due to gender differences, the results showed no significant disparities in the outcomes achieved by male and female students. In the qualitative phase, the same participants from the experimental groups were asked to provide open-ended responses regarding the advantages and disadvantages of the team-teaching method, using a questionnaire developed by Jones and Harris (2012). The responses were carefully examined using open coding techniques, and common themes were identified through systematic comparison of the codes. The findings indicated that team-teaching offered a wide range of benefits. Considering gender differences, it was evident that male participants perceived the benefits of the team-teaching model to outweigh the drawbacks more than their female counterparts. These findings have pedagogical implications for Iranian teachers and theoreticians in the field of English language instruction.
Akbari, Zahra (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. GlobELT: An International Conference on Teaching and Learning English as an Additional Language, Antalya – Turkey. Procedia - Social and Behavioral Sciences 199 (2015) 394 – 401.
Aliakbari, M., & Mansouri Nejad, A. (2013). Implementing a co-teaching model for improving EFL learners’ grammatical proficiency. In Proceedings of the International Conference ICT for Language Learning 3rd Edition, Florence, Italy.
Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing formative assessment on the needs of English language learners. West ED.
Arxé, E. A., Comallonga, L., Sala, M., & Galera, M. P. V. (2020). Co-teaching to foster Classroom interactional competence (CIC): How can co-teaching benefit classroom interactional competence? CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 35. https://doi.org/10.5565/rev/clil.31
Bagheri Nevisi, R.; Khademian, J.; Amirian, M. R. (2022). Co-Teaching in an EFL Writing Class: A Mixed-Methods Probe into its Effects and Students' Perceptions. Journal of English Language Teaching and Learning, 14(30), 57-74. Doi: 10.22034/ELT.2022.52981.2502
Baniabdelrahman, A. (2013). The effect of team-teaching and being the teacher native or non-native on EFL Students english language proficiency. Africana Educational Research Journal, 1(2): 85-85.
Bilican, K., Akerson, V. L., & Nargund, V. (2020). Learning by Teaching: a Case Study of Co-teaching to Enhance Nature of Science Pedagogy, Successes, and Challenges. International Journal of Science and Mathematics Education, 19(5), 957–976. https://doi.org/10.1007/s10763-020-10094-6
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328-335.Park, J. E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44, 34-44.
Caulfield, J. (2023). How to Do Thematic Analysis | Step-by-Step Guide & Examples. Scribbr. Retrieved October 17, 2023, from https://www.scribbr.com/methodology/thematic-analysis/
Chitiyo, J. (2017). Challenges to the use of co-teaching by teachers. International Journal of Whole Schooling, 13(3), 55-66.
Corbin, J. & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Esomonu, N. P., Akudolu, L. R., & Ezenwosu, N. E. (2015). Effects of team-teaching on students’ academic achievement in English Language Comprehension. Journal of Research and Method in Education, 5(2), 06-12. http://doi.org/10.9790/7388-05530612
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of educational and psychological consultation, 20(1),9-2 https://doi.org/10.1080/10474410903535380
Harris, D. R. C. (2021). Collaborative Teaching: Co-Teaching English Language Learners within English-Only Classrooms. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.5717394
Harris, A., Jones, J. (2019) Leading professional learning with impact. School Leadership & Management, 39:1, 1-4, DOI: 10.1080/13632434.2018.1530892
Igawa, K. (2009). EFL teachers' views on team-teaching: In the case of Japanese Secondary school teachers. The International Journal of Language Society and Culture, 47, 145-172.
JaeJeon, I. (2010). Exploring the Co-teaching Practice of Native and Non-native English Teachers in Korea. English Education, 65(3), 43–67. https:// doi.org/10.15858/engtea.65 .3.201009.43
Jones, F., & Harris, S. (2012). Benefits and drawbacks of using multiple instructors to teach single courses. College Teaching, 60(4), 132–139. https://doi.org/10.1080/8756755 5.2012.654832
Kaplan, M. (2014). Collaborative Team-teaching: Challenges and Rewards. Retrieved September 29, 2014. George Lucas Educational Foundation, April 13.
Kirk, V. (2021). Understanding Multiple Intelligences and Learning Preferences. Pearson Education, Inc.
Liu, L. (2008). Cooperative teaching between native and non-native English teacher: An exploration of cooperative teaching models and strategies in Chinese primary school context. Reflection on English Language Teaching, 7(2): 103-118.
Liu, X., Wang, X., Shi, B., Li, C. and Chen, W. (2022) Effect of Interdisciplinary Team-teaching on Postgraduate Students’ Beliefs and Confidence in Academic Writing. Creative Education, 13, 2834-2855. doi: 10.4236/ce.2022.139179.
Luo, W. H. (2014). An inquiry into a collaborative model of teaching English by native English-speaking teachers and local teachers. The Asia-Pacific Education Researcher, 23(3), 735-743.
Marchese, Ch. (2023). Addressing a Range of Learning Needs
Through Co-Teaching. Math for All. https://mathforall.edc.org/a-range-of-learning-needs-through-co-teaching/
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.
Montgomery, M. and Akerson, A. (2019). Facilitating Collaboration through a Co-Teaching Field Experience. Networks: An Online Journal for Teacher Research. Vol 21, Iss. 1, pp. 1-21.
Muza, S. H. (2021). Team-teaching Approach on Academic Performance of students in Faculty of Education. The Universal Academic Research Journal, 2(2), 58–63. https://doi.org/10.17220/tuara.2020.02.1
Narmashiri, F., Tajadini, M., & Fatehi Rad, N. (2021). Impact of Team-teaching on theAcademic Performance, Motivation, and Collaboration of Iranian EFL Learners: Oral Skills and Counseling Procedures in Focus. International Journal of Foreign Language Teaching and Research, 9 (37), 151-159. DOI: 10.52547/JFL.9.37.151
Simons, M., Baeten, M., & Vanhees, C. (2020). Team-teaching during Field experiences in Teacher Education: Investigating student teachers’ experiences with parallel and sequential teaching. Journal of Teacher Education, 71(1), 24–40. https: //doi .org/10.1177/00224 87118789064
Smith, J., & Brown, K. (2015). Exploring the effects of team-teaching on English language learners in high school. Language Teaching Research, 30(4), 567-589.
Soudmand, F. M. H., & 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://doi.org/10.30495/jal.2020.676716
Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
Walsh, T. (2020). ‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland. Professional Development in Education, 48(4), 688 704. https: //doi.Org/10.1080/19415257.2 020.1725596
Wolf, Z. R., Bender, P. J., Beitz, J. M., Wieland, D., & Vito, K. (2004). Strengths and weaknesses of faculty teaching performance reported by undergraduate and graduate nursing students: a descriptive study. Journal of Professional Nursing, 20(2), 118–128. https://doi.org/10.1016/j.profnurs.2004.03.003
Yeganehpour, P., & Zarfsaz. E. (2020). The effect of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies, 16(4), 1833-1853. Doi: 10.17263/jlls.851009