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.