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A sample of 58 first-grade students was split into two classes: one group received grammar instruction from co-teachers, while the other received instruction from a single teacher. Results show no significant performance difference based on the grammar teaching method. The findings suggest co-teaching should be implemented cautiously, especially for teaching grammar in an EFL setting.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/on-the-effectiveness-of-team-teaching-in-promoting-learners-grammatical-proficiency/596580/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/on-the-effectiveness-of-team-teaching-in-promoting-learners-grammatical-proficiency/596580.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is co-teaching defined in the study?","Question",{"text":112,"@type":113},"Co-teaching is defined as the collaborative practice of two teachers in planning, teaching, and evaluating the educational program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the two grammar instruction conditions compared?",{"text":117,"@type":113},"One class received grammar instruction from co-teachers, while the other class received the same grammar instruction from a single teacher.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about co-teaching and learners’ performance?",{"text":121,"@type":113},"The difference in the method of grammar instruction did not produce a significant difference in participants’ performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596580,1792209674,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","On the Effectiveness of Team Teaching in Promoting Learners’ Grammatical Proficiency  \nMohammad Aliakbari  \nIlam University  \nAli Mansouri Nejad  \nIlam University  \nAcknowledgements  \nWe would like to thank Mr. Khalil Tazik for his countless hours helping us in this research.  \nAbstract  \nCollaborative practice by two teachers in planning, teaching, and evaluating the educational program is known as co-teaching. The present study aimed to examine how co-teaching may affect the learning process. To do so, a group of 58 first-grade students was assigned to two classes. In one group, learners received grammar instruction from co-teachers, while in the other group grammar instruction was delivered by a single teacher. The findings revealed that the difference in method of grammar instruction did not lead to a significant difference in the participants’performance. This finding implies that the appropriateness of co-teaching in educational systems, at least for teaching  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \ngrammar in an EFL context, is doubtful, and that co-teaching classes should be used cautiously.  \nKeywords: co-teaching, co-teaching models, co-operative teaching, grammar proficiency, team teaching.  \nPrécis  \nOn définit le coenseignement comme la pratique collaborative de deux enseignants pour planifier, enseigner et évaluer le programme éducatif. La présente étude visait à déterminer comment le coenseignement peut influer sur le processus d’apprentissage. Pour y arriver, on a réparti un groupe de 58 élèves anglophones de première année dans deux classes distinctes. Les apprenants du premier groupe ont reçu des leçons de grammaire anglaiseenseignées par des coenseignants, tandis que dans l’autre groupe, les mêmes leçons de grammaire étaient dispensées par un seul enseignant. Les résultats ont révélé que la nuance quant au mode d’enseignement de la grammaire anglaise n’avait pas entraîné de différence significative dans les performances des participants. Ce résultat implique que le bien-fondé du coenseignement dans les systèmes d’éducation, du moins pour enseigner la grammaire anglaise aux anglophones, est douteux et que les classes de coenseignement doivent être organisées avec prudence.  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIt is assumed that teaching is one of the complicated processes taking place in schools and educational institutions. Its complexity becomes even more highlighted as high-stake decisions are made on the basis of teaching procedure simply because a plethora offactors are interacting and cooperating in this procedure.  \nIn the current and relatively traditional teaching model, one teacher is responsible for supervising all lessons over a specific time. The plan of the teaching process, its practice, and the expected evaluation are carried out by the same teacher. In other words, teaching is not critically reflected on by anyone except the lead teacher of the classroom. The arrival of new strategies of teaching, issues of motivation, the satisfaction of students and academics’needs and other factors contributing to successful teaching activities all look forward to the creative genius of a single teacher. The seeming difficulty of addressing all these elements simultaneously by a single pedagogue appeals for a new alternative in the method of teaching.  \nOne of the recently suggested methods for accelerating and making the education process interactive is the co-teaching model. The concept of co-teaching emerged several years ago through the works of scholars such as Walther-Thomas (1997) . However, it was initially introduced to raise issues in teaching handicapped students in an exclusive class (Cook & Friend, 1995; Dieker, 2001; Dieker & Murawski,","cbCaiqbptoVJstXz","https://ap.wps.com/l/cbCaiqbptoVJstXz","pdf",267754,18,"English","# Acknowledgements\n# Abstract\n# Précis\n# Introduction","[{\"question\":\"How is co-teaching defined in the study?\",\"answer\":\"Co-teaching is defined as the collaborative practice of two teachers in planning, teaching, and evaluating the educational program.\"},{\"question\":\"What were the two grammar instruction conditions compared?\",\"answer\":\"One class received grammar instruction from co-teachers, while the other class received the same grammar instruction from a single teacher.\"},{\"question\":\"What did the findings show about co-teaching and learners’ performance?\",\"answer\":\"The difference in the method of grammar instruction did not produce a significant difference in participants’ performance.\"}]","On the Effectiveness of Team Teaching in Promoting Learners’ Grammatical Proficiency | PDF",1792083341,45]