Fateme Moradian Fard; Elahe AghaBabaie
Volume 2, Issue 2 , April 2013, , Pages 97-107
Abstract
This study aimed at examining whether co-teaching strategy could maximize EFL students' reading comprehension more than the traditional single person teaching. To fulfill the study, 90 female students were selected from among 120 students of intermediate EFL learners already passed level five at two ...
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This study aimed at examining whether co-teaching strategy could maximize EFL students' reading comprehension more than the traditional single person teaching. To fulfill the study, 90 female students were selected from among 120 students of intermediate EFL learners already passed level five at two private language institutes in Shahre-Kord. They were all female, between seventeen to twenty in age. Three experienced female teachers took part in the study. After administering the Nelson Proficiency Test, 60 students whose score range fell one standard deviation above and below the mean were selected and divided into a control group and an experimental group. In the treatment part, reading comprehension section was implemented by one teacher for the control group while for the experimental group, teaching reading section was done by two teachers. Finally, a post-test on reading comprehension was conducted for both groups, and a t-test analysis was conducted to see whether the treatment was significant or not. The findings of the study revealed that there was a significant difference between the control and the experimental group in terms of their reading improvement and that experimental group outperformed the control group.
