Enhancing Students' English Proficiency by Co-Teaching between Native and Non-Native Teachers in an EFL Context

Autor/inn/en	Rao, Zhenhui; Yu, Huijun
Titel	Enhancing Students' English Proficiency by Co-Teaching between Native and Non-Native Teachers in an EFL Context
Quelle	In: Language Teaching Research, 25 (2021) 5, S.778-797 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rao, Zhenhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819873937
Schlagwörter	Language Proficiency; Team Teaching; Second Language Learning; Second Language Instruction; English (Second Language); Native Speakers; Language Teachers; Student Attitudes; Teacher Collaboration; Positive Attitudes; Teacher Behavior; Foreign Countries; Comparative Analysis; Undergraduate Students; Language Tests; Achievement Gains; Majors (Students); China + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Teamteaching; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Language teacher; Sprachunterricht; Schülerverhalten; Lehrerkooperation; Teacher behaviour; Lehrerverhalten; Ausland; Language test; Sprachtest; Achievement gain; Leistungssteigerung
Abstract	This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students' English proficiency in China, and then explores the students' perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01