مقایسه اثربخشی تدریس مشترک دستور زبان در آموزش زبان خارجی و نگرش زبان آموزان به این رویکرد: مورد انگلیسی آموزان ایرانی و فارسی آموزان غیرایرانی

تدریس مشترک، روشی نوین در آموزش زبان است. برای اطمینان از اثربخشی این شیوه‌ آموزشی بر آموزش ابعاد مختلف زبان؛ شامل دستور، واژه‌، خواندن، نوشتن و ... لازم است کارایی آن در هریک از این زمینه‌ها بررسی شود. مطالعه‌ حاضر، به بررسی و مقایسۀ تاثیر تدریس مشترک دو معلم بر آموزش دستور زبان می پردازد.  برای این منظور، یک کلاس از فراگیران ایرانیِ زبان انگلیسی به‌عنوان زبان خارجی و کلاس دیگری از فراگیران خارجیِ زبان فارسی برای بررسی انتخاب شدند برای هر گروه، کلاسی مشابه نیز به‌عنوان گروه کنترل (شاهد) در نظر گرفته شد. کلاس‌های زبان انگلیسی‌ توسط دو استاد ایرانیِ زبان انگلیسی و کلاس‌های زبان فارسی توسط دو استاد ایرانی، یکی متخصص زبان فارسی و دیگری مسلط به زبان انگلیسی تدریس می‌شد.  روش کار بدین‌صورت بود که استاد اصلی مطالب جدید را به زبان خارجی ارائه می‌کرد، سپس استادان با تقسیم زبان‌آموزان به گروه‌های کوچکتر، به تمرین و رفع اشکال می‌پرداختند و استادان دوم مطالب را به زبان واسط (فارسی برای انگلیسی‌آموزان و انگلیسی برای فارسی‌آموزان) دوباره توضیح می‌داد. برای پاسخ به پرسش‌ها و تحلیل داده‌ها از آزمون‌های تی‌مستقل، کوواریانس و واریانس و نرم افزار spss-24 استفاده شد. یافته‌های این پژوهش تطبیقی نشان داد که  میزان اثربخشی آموزش دستور زبان در هر دو گروه آزمون؛ نسبت به گروه‌های کنترل در سطح معنی‌داری افزایش یافته است. تاثیر این روش در فارسی‌آموزان غیرایرانی، نسبت به انگلیسی‌آموزان ایرانی یکسان بود. بر اساس مصاحبه‌ها، زبان‌آموزان، روش دو معلمی را روشی بسیار موثر و جذاب برای یادگیری می‌دانند. بنابراین، یافته های پژوهش نشان‌می‌دهد که این روش می‌تواند برای زبان‌آموزان سودمند باشد.

a comparative study on the co-teaching of grammar in foreign language instruction and learners’ attitudes: the cases of iranian english and foreign persian learners

co-teaching, as a novel language teaching method, warrants comprehensive research to investigate its efficacy in enhancing various language skills and components such as grammar, vocabulary and reading. this study examines the impact of co-teaching with two teachers on the effectiveness of grammar instruction. it focuses on implementing this approach in two educational contexts comprising iranian english learners in one group and international learners of persian in another group as experimental groups. a comparable class has been selected as the control group in each context as well. the english language class was taught by two iranian english language instructors and the persian language class was taught by two iranian instructors, one specialized in persian language teaching and the other proficient in english. in the practical phase of the study, the primary instructor presented new materials in a foreign language, and then the instructors, by dividing the language learners into smaller groups, engaged in tasks and problem-solving. the assistant instructors explained the materials again in an intermediary language (persian for english learners and english for persian learners). statistical tests were used to analyze the data. the findings showed the effectiveness of grammar instruction increased significantly in both test groups compared to the control groups. the impact of this method on international persian learners in comparison with iranian english learners was not significantly different. based on the interview results, the language learners consider the co-teaching method highly effective and engaging. the study suggests this method can be beneficial for language learners.extended abstract:introductionco-teaching has emerged as an innovative approach to language learning that involves two teachers working together to improve the learning experiences of students. since language learners often face challenges in understanding grammatical concepts due to their complexity, co-teaching can address these challenges by providing students with multiple instructional strategies from two teachers. co-teaching encompasses various objectives and forms (honingsfeld dove 2008). boland et al. (2019) and mohammad hassani soudman ahour (2020) are among the important studies on co-teaching in educational settings.the success of co-teaching, where teachers from different areas work together, is a focal point of discussion in education (aldabas, 2018). many factors play a role in the success or failure of co-teaching. one of the challenges in co-teaching is the issue of unequal power dynamics (kervinen et al., 2022). through co-teaching, educators can provide an interactive and engaging learning environment, familiarizing students with a variety of teaching presentations, models, and practice opportunities. this can lead to a deeper understanding of grammar rules and structures, as well as an overall improvement in language skills. teaching with one teacher and a teacher’s aide, or using a combination of both, can serve as one of the strategies in language education (boland et al., 2019). despite the different strategies for implementing this approach, teaching skills are enhanced through the sharing of knowledge and bidirectional discussions, leading to professional development (baeten simons 2014). furthermore, co-teaching can enhance the experience of language learners as they see the collaboration of two teachers and learn how such collaboration can take place in educational settings and be extended to students.in the case of teaching persian to speakers of other languages, the presence of an english language expert and a qualified language teacher can create an enjoyable multicultural learning experience as well. it allows students to not only learn the language but gain an insight into the culture, history as well as social norms associated with the language and deepens their understanding of various cultures and languages within multilingual multicultural educational spaces. one of the latest studies looking at group teaching in iran is by normashiri et al. (2021). they looked at what happens when learners of english as a foreign language have two teachers and a counselor to help them. this study showed that this method works well and helps when students work together and are motivated. even though there have been many studies about learning english, including mohammad hassani soudman ahour (2020), few (if any) studies have focused on educational contexts of teaching persian teaching to international learners. this study, thus, aims to investigate the effectiveness of co-teaching with a specific focus on grammar instruction. by investigating the impact of co-teaching grammar in english language and persian language classes, this study sheds light on its potential benefits and limitations and compares the effectiveness of this approach for the first time in iran in two different educational settings with iranian and non-iranian language learners. for this study, the following questions were adopted:to what extent, does co-teaching in english as a foreign language (efl) classes contribute to the enhancement of grammar proficiency in language learners?to what extent, does co-teaching in persian language teaching classes contribute to the enhancement of grammar proficiency in bilingual language learners?in these educational contexts, which group of language learners demonstrated greater improvement in the experimental groups when instructed through the co-teaching method?what are the attitudes of learners toward using this method in both educational contexts? methodologyin this study, one group of english language learners and another group of international students studying persian in tehran were selected as the experimental groups. one control group was selected for each experimental class to examine the effectiveness of the co-teaching method. each experimental class had two teachers who collaborated to provide grammar instruction to the experimental group. in the case of the persian class, the primary teacher was proficient in the persian language instruction, while the secondary teacher was fluent in english. as for the experimental group in english as a foreign language context, both teachers were english instructors from iran. in the control groups of both educational settings, instruction was delivered by a single teacher.in education, co-teaching is a practice that is intricately connected to the principles of cooperative learning. johnson et al. (1991) put forth a perspective on cooperative learning which advocates for a new paradigm, thereby fostering the collaboration between both teachers and students. the underlying objective involves the joint efforts of both teachers and students in striving towards a shared goal in every instructional session. unlike traditional teaching methods where learners are viewed as passive recipients of knowledge, cooperative learning highlights the active engagement of learners in creating a dynamic and interactive classroom environment. in the practical phase of this study and during the co-teaching process, the experimental groups were led by two teachers who collaborated in the classroom. in the practical phase of the study, the primary instructor presented new materials in a foreign language, and then the instructors, by dividing the language learners into smaller groups, engaged in tasks and problem-solving. the assistant instructors explained the materials again in an intermediary language (persian for english learners and english for persian learners. to test the research questions, statistical tests of ancova, anova and independent t-tests were conducted. the analyses were performed using spss-24 software.results and discussionthe study revealed significant improvement in grammar learning in the experimental groups i.e. iranian learners taught by two iranian english teachers and international learners taught by two persian teachers, compared to the control groups in each setting.