TEAM-TEACHING EFFICACY IN AN EFL CONTEXT: DOES THE AGE MATTER?

This study was carried out to explore and compare the effectiveness of team-teaching as a model of coteaching in the promotion of children and adults English as a Foreign Language (EFL) students’ general proficiency in Iran. Two classes of children and two of adults learners were chosen and based on the achieved scores in the pretests were assigned to control and experimental groups. The students of the control groups received instruction form one teacher, and those in the experimental groups were taught by a couple of teachers through team-teaching model. The results of the final achievement tests were analyzed through T-test computation. Findings revealed that implementing team-teaching was gratifying and beneficial in enhancing the achievement of adults and children impacting the group homogeneity in different manner. Team-teaching experience made all of the students in the experimental groups exhibit a tendency towards having two teachers in the following semesters.