The comparative study of the effect of team teaching, parallel teaching, and supportive teaching on Iranian Intermediate EFL reading comprehension and vocabulary knowledge

This study aimed at investigating whether three models of co-teaching including team teaching, parallel teaching, and supportive teaching could enhance reading comprehension and vocabulary knowledge of EFL intermediate learners more than traditional single trainer teaching model. To this end, after administrating a Preliminary English Test (PET), sample of ۴۸ male and female from among ۶۰ Iranian EFL language learners from Kish English Language institute in Bokan were selected. Two male teachers took part in this research. Then the participants were divided randomly into four groups each group comprised ۱۲ learners. Three experimental groups and one control group called traditional teaching group. In the treatment part reading comprehension and vocabulary knowledge sections were implemented by two trainers for experimental groups and the same reading comprehension and vocabulary knowledge content was done by one trainer for the control group. Finally, a post-test on reading comprehension and vocabulary knowledge was ran for all groups, then one-way ANOVA was done to realize whether the treatment was significant or not. Then MANOVA was applied for determining the interactive effect of supportive teaching, team teaching, and parallel teaching on both reading comprehension and vocabulary knowledge. The results of the study divulged that there was a significant difference between the control and experimental groups in terms of reading comprehension and vocabulary knowledge improvement and experimental groups outperform the control group. The findings of this study are useful for English language teacher and material developers.

کلیدواژه ها:

Co-teaching ، Team teaching ، Parallel teaching ، Supportive teaching ، Reading comprehension ، Vocabulary knowledge