Comparative Efficacy of Sequential Multi-Instructor Versus Single-Instructor Teaching on Iranian High School EFL Achievement
محورهای موضوعی : Applied Linguistics
Nasrin Mehrvarz Bahambari
1
,
Valeh Valipour
2
,
Mohammadreza Khodareza
3
1 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran
کلید واژه: Sequential multi-instructor teaching, single-instructor method, language proficiency, pedagogical models,
چکیده مقاله :
This study investigates the impact of sequential multi-instructor teaching versus traditional single-instructor methods on English language achievement among Iranian ninth-grade high school students. Employing a sequential explanatory mixed-method design, the study involved 80 ninth- and tenth-grade students in Lahijan, Iran, divided equally by gender and assigned to groups for either sequential teaching or single-instructor methods. A pre-test and post-test design evaluated changes in English proficiency following 12 instructional sessions. Quantitative analysis using one-way ANOVA revealed that the sequential teaching method significantly improved English language outcomes among ninth-grade students compared to single-instructor methods, while also highlighting the effectiveness of this model in closing performance gaps without notable gender-based differences. Thematic analysis of qualitative data, derived from student feedback through open-ended questionnaires, indicated that students viewed sequential teaching favorably, appreciating its structured approach and individualized support. The findings confirm the efficacy of sequential teaching as a model that fosters enhanced language achievement in high school contexts, suggesting that multi-instructor strategies like sequential teaching create more responsive and effective learning environments for young English learners. This study underscores the value of multi-instructor method in educational settings and provides a foundation for further research on instructional models that address diverse student needs.
This study investigates the impact of sequential multi-instructor teaching versus traditional single-instructor methods on English language achievement among Iranian ninth-grade high school students. Employing a sequential explanatory mixed-method design, the study involved 80 ninth- and tenth-grade students in Lahijan, Iran, divided equally by gender and assigned to groups for either sequential teaching or single-instructor methods. A pre-test and post-test design evaluated changes in English proficiency following 12 instructional sessions. Quantitative analysis using one-way ANOVA revealed that the sequential teaching method significantly improved English language outcomes among ninth-grade students compared to single-instructor methods, while also highlighting the effectiveness of this model in closing performance gaps without notable gender-based differences. Thematic analysis of qualitative data, derived from student feedback through open-ended questionnaires, indicated that students viewed sequential teaching favorably, appreciating its structured approach and individualized support. The findings confirm the efficacy of sequential teaching as a model that fosters enhanced language achievement in high school contexts, suggesting that multi-instructor strategies like sequential teaching create more responsive and effective learning environments for young English learners. This study underscores the value of multi-instructor method in educational settings and provides a foundation for further research on instructional models that address diverse student needs.
REFERENCES
Aliakbari, M., & Bazyar, A. (2012). Exploring the impact of parallel teaching on the general language proficiency of EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 16(1), 55-71.
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.
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
Avanaki, H. J., & Sadeghi, B. (2013). English Language Teaching (ELT) in Iranian universities in brief. Theory and Practice in Language Studies, 3(12). https://doi.org/10.4304/tpls.3.12.2296-2302
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. https://doi.org/10.22034/ELT.2022.52981.2502
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic Concepts, Applications, and Programming, Third Edition. Routledge.
Caulfield, J. (2023, June 22). How to Do Thematic Analysis | Step-by-Step Guide & Examples. Scribbr. Retrieved October 17, 2023, from https://www.scribbr.com/methodology/thematic-analysis/
Conway, C. M. (2012). Sequential learning. In Springer eBooks (pp. 3047–3050). https://doi.org/10.1007/978-1-4419-1428-6_72
Corbin, J. & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach (5th Edition). London: SAGE Publications.
Elnadeef, E. A. E. (2022). Implementing Rotating Teachers Process and Co-teaching in English Class: An Approach to Sustaining Saudi Students Proficiency. International Journal of Linguistics, Literature and Translation, 5(2), 179–187. https://doi.org/10.32996/ijllt.2022.5.2.22
Farahi, T., & Mohseni, A. (2014). The impact of the co-teaching model on improving motivation and achievement of Iranian young EFL learners. Journal of Language and Translation, 4(1), 17-22.
Garcia, R., & Martinez, S. (2018). A comparative analysis of solo-instructor and multi-instructor methods for teaching English language skills to female students. International Journal of Applied Linguistics, 30(4), 234-256.
Gómez, C. J., Monteagudo, J., & Miralles, P. (2018). Historical knowledge and assessment of competencies in secondary exams: A comparative analysis Spain-England. Century Education XXI, 36(1), 85-106.
https://doi.org/10.6018/j/324181
Johnson, R., & Brown, L. (2018). Exploring the benefits of multi-instructor teaching for English language learners in high school. Language Teaching Research, 15(2), 123-145.
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/10.1080/87567555.2012.654832
Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95-103.
Burks-Keeley, R. G., & Brown, M. R. (2014). Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study. Journal of the American Academy of Special Education Professionals, 149, 185.
Moradian Fard, F., Agha Babaie, E. (2013). The Effect of Co-Teaching on Improving EFL Learner's Reading Comprehension. International Journal of Advanced Studies in Humanities and Social Science (IJASHSS), Volume 2, Issue 2 (2013) pp. 97-107 97.
Murawski, W. W., & Lochner, W. W. (2010). Observing Co-Teaching: what to ask for, look for, and listen for. Intervention in School and Clinic, 46(3), 174–183.
https://doi.org/10.1177/1053451210378165
Narmashiri, F., Tajadini, M., & Rad, N. F. (2021). Impact of team teaching on the academic 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. https://doi.org/10.52547/jfl.9.37.151
Rahimi, M., & Asadollahi, F. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia - Social and Behavioral Sciences, 31, 49–55. https://doi.org/10.1016/j.sbspro.2011.12.015
Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners. Online Submission, 2(1), 276-282. http://doi.org/10.32996/ijllt.2019.2.1.34
Simons, M., Baeten, M., & Vanhees, C. (2018). 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/10.1177/0022487118789064
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.
Smith, J., & Johnson, A. (2015). The impact of team-teaching on English language improvement for high school students. Journal of Education Research, 20(3), 45-62.
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
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Yanamandram, V., & Noble, G. (2006). Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class. Journal of University Teaching & Learning Practice, 3(1), 56-74. https://doi.org/10.53761/1.3.1.6
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. https://doi.org/10.17263/jlls.851009
Yopp, R. H., Ellis, M. W., Bonsangue, M. V., Duarte, T., Meza, S. (2014). Piloting a co-teaching model for mathematics teacher preparation: Learning to teach together. Issues in Teacher Education, 23(1), 91-111.
