‘A Descriptive Analysis of the Influence of Co-Teaching Model on Improving EFL Learners’ Reading Comprehension’ by Mohammad Khatami, Vahid Bagheri & Jamshid Mashadi


The ongoing research focused on the fact that whether co-teaching strategy could promote Iranian English as a foreign language (EFL) learners’ reading comprehension better than the traditional single teaching. To fulfill the study the co-teaching was carried out in a class of intermediate EFL learners consisting of 20 learners at a private language institute in Iran, which were selected among 100 learners in comparison to a counterpart class with the same number of learners taught in the traditional way. They were all male, aged 17-23.Three male teachers aged nearly thirty-six took part in the study. In one class, reading comprehension was implemented by one teacher and in the other class two teachers co taught the students. The findings of the study indicated that there was a meaningful difference between the control and the experimental group in terms of their reading improvement and that experimental group outperformed the control group. This finding show that the implementation of co-teaching strategy in educational systems, at least for teaching reading comprehension in an EFL context like Iran, can be contributive and advantageous.

Keyword: Co teaching, alternative teaching, reading comprehension, traditional teaching, strategy, intermediate.

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