Effect of Team Teaching and Being the Teacher Native or Non-Native on EFL Students' English Language Proficiency

Autor/in	Baniabdelrahman, Abdallah
Titel	Effect of Team Teaching and Being the Teacher Native or Non-Native on EFL Students' English Language Proficiency
Quelle	In: African Educational Research Journal, 1 (2013) 2, S.85-95 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Team Teaching; Native Language; Second Language Learning; English (Second Language); Language Proficiency; College Freshmen; Language Tests; Gender Differences; Academic Achievement; Facilitators (Individuals); College Faculty; Foreign Countries; Semitic Languages; Teacher Role; Instructional Effectiveness; Teacher Evaluation; Intensive Language Courses; English for Academic Purposes; Universities; English for Special Purposes; English Teachers; Intercultural Communication; Saudi Arabia + Suchen Sie Ihr Suchwort? Teamteaching; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Studienanfänger; Language test; Sprachtest; Geschlechterkonflikt; Schulleistung; Fakultät; Ausland; Arabisch; Hebräisch; Lehrerrolle; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Intensivkurs; Sprachkurs; University; Universität; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Interkulturelle Kommunikation; Saudi-Arabien
Abstract	This study attempted to investigate the effect of the use of co-teaching, being the teacher native or nonnative, and the students' language proficiency level on first year university students' achievement in English. The sample of the study consisted of twelve male students' classroom sections, four sections of level one, four sections of level three and four sections of level six. The same number of sections was chosen from the female students classes in the second semester of the academic year 2012/2013. Then, one male and one female sections of each level were taught by two native teachers; two were taught by non-native teachers, two sections were taught by one native and one non-native teachers, and two sections were taught by single teachers. An English language proficiency test, which its validity and reliability were established, was used twice as a pre and post test. The results of the study did not reveal significant differences between the male and female students' mean scores except in level one. They also revealed that co-teaching, in general, resulted in achieving higher improvement in the students mean scores in comparisons with the students who were taught by a single teacher regardless of the students' gender and level of English language proficiency. They also revealed that a combination between a native and a non-native teacher resulted in better achievement in the students mean scores in comparisons with the students who were taught by a single teacher, two native teachers, or by two non-native teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01