Impact of Team Teaching on the Academic Performance, Motivation, and Collaboration of Iranian EFL Learners: Oral Skills and Counseling Procedures in Focus

Abstract

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.

The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

“…To enhance learners' writing fluency, some effective and helpful strategies as well as supportive techniques need to be considered. Previous studies (e.g., Fahim & Rahimi, 2011;Jafari & Zarei, 2015;Machida & Dalsky, 2014;Mashhadi et al, 2021) have indicated that traditional concept mapping can help L2 learners improve their writing skill. However, there are two important limitations concerning the conventional classroom concept mapping technique.…”

Valoración Pedagógica del Alumnado sobre la Implementación de la Metodología Team Teaching en las Aulas Universitarias

“…Teniendo entonces presente la importancia que la evidencia científica otorga a esta metodología, así como los resultados obtenidos en distintas investigaciones previas (Cotrina et al, 2017;Narmashiri et al, 2021) se llevó a cabo un Proyecto de Innovación titulado: "Team Teaching: una metodología docente innovadora para mejorar el engagement de los estudiantes en el aula". Este Proyecto buscaba desarrollar una experiencia de Team Teaching en una institución de Educación Superior con la finalidad de conocer la valoración pedagógica que el alumnado universitario hacía sobre la misma, entendiendo el valor pedagógico como la capacidad formativa que implica experimentar la docencia de una manera diferente a la habitual (Cotrina et al, 2017).…”

Capítulo 14. El potencial del TEAM-TEACHING en la asesoría inicial para la elaboración de tesis.

“…La utilización del team-teaching como estrategia pedagógica favorece una mayor participacion, motivacion y compromiso (Farrell & Logan, 2018) y ayuda al desarrollo de habilidades en los alumnos, impactando así en su motivación intrínseca (Narmashiri et al, 2021).…”