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" Impact of Co-teaching on Iranian EFL Learners' Oral Proficiency: Complexity, Accuracy, and Fluency "
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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155559
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| Doc. No
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7636p
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| Call number
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7636
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| Main Entry
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Sabetrasekh, Mohammad
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| Title Proper
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Impact of Co-teaching on Iranian EFL Learners' Oral Proficiency: Complexity, Accuracy, and Fluency
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| Supervisor
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; Ahmad Ameri-Golestan
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| College
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Isfahan (Khorasgan)
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| Date
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, 2014=1393
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| Degree
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M.A
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| field of study
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, Teaching English
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| College
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, Isfahan (Khorasgan)
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| student score
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, 1393/06/24, 1392/00/00
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| Page No
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x, 71p.
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| Note
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830
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| Abstract
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The present study was intended to examine the impact of co-teaching, the practice of two teachers in the classroom, on Iranian EFL learners' oral proficiency (complexity, accuracy, and fluency). A group of 34 EFL learners were placed in two groups, namely the Co-teaching (experimental) group (n=17) and control group (n=17). In the former, two teachers had the responsibility of teaching in the class; they divided the teaching job each having distinct responsibilities. One co-teacher introduced the topic and conducted the conversation while the co-teacher provided relevant vocabulary and expressions on the board and participated actively in class discussion, with the aim of enriching the class environment with high-quality language for grammar, vocabulary, and ideas. In the control group, participants received everything through a single teacher and they did not have any ideas about a co-teaching situation. This was cared for to prevent any negative attitudes towards the teacher and possible comparison learners might make in such situations. A pretest was conducted to make sure that participants were homogeneous in their level of proficiency. After the experiment, interviews were tape- and video-recorded and were then transcribed. Results indicated that while there was no statistically significant difference in performance of participants' accuracy, participants of the experimental group significantly outperformed those of the control group in their fluency and (grammatical) complexity. Results showed that co-teaching can be considered as an alternative teaching technique by language schools. Nevertheless, more research is required to clarify other aspects of co-teaching in EFL contexts..
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| Title and statement of responsibility and
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Impact of Co-teaching on Iranian EFL Learners' Oral Proficiency: Complexity, Accuracy, and Fluency [Thesis]; Ahmad Ameri-Golestan
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| Internal Bibliographies/Indexes Note
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Bibliography :p.57-64
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