THE EFFECT OF CO-TEACHING ON IMPROVING EFL LEARNER'S READING COMPREHENSION

سال انتشار: 1392
محل انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی
کد COI اختصاصی: TELT01_085
زبان مقاله: انگلیسی
تعداد مشاهده: 998

نویسندگان

English teacher in educational office

چکیده

Students with poor performance and other special needs are generally expected to achieve the same level of success as other learners in the overpopulated classes, it seems that one single teacher would not be able to conduct all burden of teaching within the allocated limited time. Among many options for meeting this challenge is co-teaching. The present study aimed at examining whether co-teaching strategy could maximize EFL students' reading comprehension more than the traditional single person teaching.To fulfill the study, 90 female students- between seventeen to twenty in age- were selected randomly from among 120 students of intermediate EFL learners already passed level five at two private language institutes in Shahre-Kord. Three experienced female teachers also took part in the study. To homogenize the students in their general language proficiency, Nelson Proficiency Test (level III, 150A,1997) was conducted and based on the scores, 60 students whose score range fell one standard deviation above and below the mean were selected and divided into a control group and an experimental group.A pre-test on reading comprehension was given to both groups to see whether they are homogeneous in their reading comprehension.In the treatment part, reading comprehension section was implemented by one teacher for the control group while for the experimental group, teaching reading section was done by two teachers, as a lead teacher and the support teacher respectively.Finally, a post-test on reading comprehension was conducted for both groups.Since both tests were developed by the researcher of this study, they were piloted on another group similar in English proficiency level to the main participants. The reliability of these tests was investigated by using KR-21 formula. Their validity was investigated by the expert judgments. The readability of the tests was calculated through Flesch Readability Formula and the difficulty level of both tests was parallel both being A t-test analysis was conducted to see whether the treatment was significant or not. A one-way ANOVA was also conducted to compare the mean scores of both groups simultaneously and to see whether the observed variability between group means in their pre-test and post-test is significant.The findings of the study revealed that the two groups were homogenous both in their general language proficiency and reading comprehension level. And, there was a significant difference between the control and the experimental group in terms of their reading improvement in favor of the experimental group.

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