The Comparative Effect of Team Teaching and Parallel Teaching on Vocabulary Achievement of Iranian Intermediate EFL Learners

This study investigated the effect of team teaching and parallel teaching on vocabulary achievement of EFL learners in comparison with traditional teaching. To this end, a sample of 60 male and female Iranian EFL language learners from Fakhteh institute in Varamin and College institute in Karaj were selected from a total number of 90 according to their performance on Cambridge Preliminary English Test (PET). Then the participants were divided into three groups as the control group, experimental group 1 and experimental group 2. During the course of study, the two experimental groups participated their own group of team and parallel teaching to improve their vocabulary learning, that each was consisted of 20 participants. The class was 12 sessions and 12 techniques of vocabulary were taught. Every two sessions a test was held for collecting the data necessary for the study. Analysing the collected data by one-way ANOVA revealed that both team teaching and parallel teaching were effective on vocabulary achievement of EFL learners. The researcher also used Post Hoc Test to compare the three groups, two by two. The results showed that in comparison of control group by each experimental group, the experimental groups were more effective than control group on vocabulary achievement and in comparison of two experimental groups, although team teaching mean scores were higher than parallel teaching, but their difference were not significant.

Keywords:

Co-teaching , Team teaching , Parallel teaching , Vocabulary achievement , General teacher , Special teacher