This paper aimed to critically look at team teaching tactics and the role it plays in achieving teaching and learning effectiveness. Specifically, using psychological counseling procedures, this study examined the benefits this learner-centered attitude brings to the student teachers and students, and also discussed different possible issues that may arise. To this purpose, a mix-methods design which comprised pretest, posttest, questionnaires, and interview was utilized to collect the necessary data. 52 Iranian high school EFL students were selected through purposive sampling and divided into a Control Group (CG) and an Experimental Group (EG). Also, two English language teachers, and a teacher as counselor were purposively selected to participate in team teaching procedure. The control group was taught through traditional methods of language teaching and the experimental group was taught through team teaching procedures. The posttest results showed that there were significant differences in favour of the experimental group between the two groups in terms of their oral proficiency. Also, the results obtained from the questionnaires revealed that that there were significant differences in the participants' outlook towards using team teaching methods in the language class. It was further found that there was a very strong evidence of partnership between team teaching plus counseling practice and inherent academic motivation as well as between team teaching and counseling procedure. The findings of the study are valuable for English language instructors, materials developers, program planners, and education administrators.
Foreign language instruction has been completed through the traditional approach. This investigation was an attempt to show the effect of team teaching and counseling psychology with focus on students' Language Proficiency, Collaboration and Inborn Encouragement. Mix method of the research was used for the study, comprised of the tests, questionnaires and interviews to collect the data. 52 Iranian EFL students and two English language teachers besides a teacher as counsellor included in team teaching procedure merely for experimental one, while control group was taught based on the traditional approach. The outcomes revealed there were statistically significant differences between the two groups after the treatment and also the significant differences in the expectations of the questionnaires and learners as well as a favorable outlook towards using team teaching in the classroom. Moreover, there was very strong evidence of a relationship between team teaching plus counseling psychology, collaboration and inborn encouragement. The openings of the current study are assessed to sound so outstanding that the officials and English language teachers in Ministry of Education of Iran attain the educational goals and ELT purposes by means of team teaching and counseling psychology procedures.
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