Abstract:
This study was an attempt to find out whether co-teaching model has statistically any significant impact on improving motivation and achievement of Iranian Young EFL Learners or not. The study was con-ducted at Salehin English Language Department in Tehran. To accomplish the purpose of this study, the researchers chose a sample of 91 participants which was reduced to 62 homogenous students through ad-ministration of YLE test. Then, these participants were divided randomly into two 30 and 32 participants groups as experimental and control groups. The participants in both experimental and control groups, were tested on test and questionnaire as pretests in the first session. In the following 10 sessions, the par-ticipants in the experimental group received co-teaching lessons, while the control group received tradi-tional teaching. At the end of the term, the same test and questionnaire were administered to the partici-pants of both groups as the posttests to check the effectiveness of the treatment. Finally, the means of both groups were compared through t-test (α=.05). The results indicated there were significant differences between the performances of both groups. It was concluded that participants who received teaching by two teachers, outperformed those who did not.
Machine summary:
Keywords: index terms-achievement, co-teaching, general education teacher, motivation, special educa- tion teacher, traditional classroom INTRODUCTION English is one of the foreign languages for Irani- an learners at all academic levels.
To fulfill the purpose of the present study, which is to find out whether a co-teaching model has any significant effect on improving motiva- tion and achievement of Iranian Young EFL learners, the following questions were raised: Q1.
After analyzing the data, 62learners whose scores were one SD (standard deviation) above and below the Mean (x) were chosen for the experimental and control groups.
To measure the effect of co-teaching on learners’ achievement researcher used the same test (pretest) as posttest.
Independent Sample T-test was run to compare the motivation and achieve- ment means of two groups at both pre and posttest.
Table (2) is the results of T-test for compar- ing the motivation means of two groups at both pre and posttest.
250 Table 2 Independent Samples Test to Compare the Motivation Score of Control and Experimental Groups at Pre and Posttest Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig.
0732 Figure (1) graphically depicts the comparison between motivation mean score of control and experimental groups at both pre and posttest.
Table (4) is the results of T-test for comparing the achievement means of two groups at both pre and posttest.