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.
Machine summary:
Impact of Team Teaching on the Academic Performance, Motivation, and Collaboration of Iranian EFL Learners: Oral Skills and Counseling Procedures in Focus.
/ Impact of Team Teaching on the Academic Performance, Motivation, and Collaboration of Iranian EFL Learners: Oral Skills and Counseling Procedures in Focus Faramarz Narmashiri, Ph. D.
Based on the above-mentioned points, the present research aimed to investigate the impact of team teaching on the academic performance, motivation, and collaboration of Iranian high school students.
The rationale was that there were few studies in Iran concerning the effectiveness of team-teaching strategies in connection with EFL learners' success and teachers' performance in developing oral skills.
The results as shown in Table 2 below revealed that the learners in the experimental group (EG) outperformed those in the control group (CG) on the post-test, meaning that team teaching and counselling procedures had an outstanding impact on EFL learners’ oral proficiency in a course of language learning.
Table 2 Group Descriptive Statistics {مراجعه شود به فایل جدول الحاقی} Results for the Second Research Question To address the second question concerning the effect of team-teaching procedure on English learners’ intrinsic motivation, a dependent samples t-test was used.
As for the fourth research question of the study concerning the attitude of the participants towards team instruction technique and the attendance of a psychological counsellor at school, the results of the structured interview showed that this idea could be effective on their oral skills development, intrinsic motivation, and ability to communicate.