This study investigated the effects of co-teaching on EFL learners’ reading ability and their attitudes towards pedagogical approach. Employing a mixed-methods design, the researcher used both Quantitative and qualitative data. A quasi-experimental design with pre-tests and post-tests was utilized, involving 70 students from a high school. Participants were randomly assigned to experimental and control groups, with language proficiency ensured via the Nelson Test. Quantitative data were analyzed using SPSS24, with mean scores and standard deviations computed for pre-test and post-test results. ANCOVA was performed to assess the effectiveness of coteaching on reading comprehension, while a dependent samples t-test evaluated changes in students ‘attitudes. Results showed a significant improvement in reading comprehension in the experimental group, with post-test scores (mean = 3.78) significantly higher than pre-test scores (mean = 1.83). The control group showed a minimal increase from pre-test (mean = 1.84) to post-test (mean = 1.87). The study highlights the effectiveness of co- teaching in enhancing reading comprehension among EFL students and provides insights into students’ attitudes towards this method. The findings contribute to understanding how co-teaching instructional strategies can address challenges in reading comprehension and support effective language learning.
This study investigated the effects of co-teaching on EFL learners’ reading ability and their attitudes towards pedagogical approach. Employing a mixed-methods design, the researcher used both Quantitative and qualitative data. A quasi-experimental design with pre-tests and post-tests was utilized, involving 70 students from a high school. Participants were randomly assigned to experimental and control groups, with language proficiency ensured via the Nelson Test. Quantitative data were analyzed using SPSS24, with mean scores and standard deviations computed for pre-test and post-test results. ANCOVA was performed to assess the effectiveness of coteaching on reading comprehension, while a dependent samples t-test evaluated changes in students ‘attitudes. Results showed a significant improvement in reading comprehension in the experimental group, with post-test scores (mean = 3.78) significantly higher than pre-test scores (mean = 1.83). The control group showed a minimal increase from pre-test (mean = 1.84) to post-test (mean = 1.87). The study highlights the effectiveness of co- teaching in enhancing reading comprehension among EFL students and provides insights into students’ attitudes towards this method. The findings contribute to understanding how co-teaching instructional strategies can address challenges in reading comprehension and support effective language learning.
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