Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 16 Sayı: 4, 1833 - 1853, 30.12.2020
https://doi.org/10.17263/jlls.851009

Öz

Kaynakça

  • Aliakbari, M., & Bazyar, A. (2012). Exploring the Impact of Parallel Teaching on General Language Proficiency of EFL Learners. Pan-Pacific Association of Applied Linguistics, 16(1), 55-71.
  • Aliakbari, M., & Nejad, A. (2013). On the Effectiveness of Team Teaching in Promoting Learners' Grammatical Proficiency. Canadian Journal of Education, 36(3), 5-22.
  • Al-Hammadi, F., &Sidek, K., (2015). Academic Writing in the Yemeni EFL context: History, Challenges and Future Research. The Effects of Brief Mindfulness Intervention on Acute Pain experience: An Examination of Individual Difference. 1, 167-174.
  • Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S., (2014). Focusing Formative Assessment on the Needs of English Language Learners. WestED.
  • Andrews, K., & Wooten, B. (2005). Closing the gap: helping students identify the skills employers want. NACE Journal, 64(4), 49–52.
  • Asrobi, Maman & Prasetyaningrum, Ari. (2017). Trait Based Assessment on Teaching Writing Skill for EFL Learners. English Language Teaching. 10(1), 199-212.
  • Badger, R., & White, G. (2000). Process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
  • Bauler, C.V.,Kang, E., Afanador-Vega, A. & Stevenson, A. (2019). My Partner Always Helps
  • Me: Exploring Two Co-teachers’ Practices to Support Writing in a First-Grade Linguistically
  • Diverse Elementary Class. TESL-EJ, 24(2).
  • Benoit, R. (2001). Team teaching tips for foreign language teachers [Electronic version]. The Internet TESL Journal, 7(10), 15-32.
  • Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy, 2nd ed. California: San Francisco State University.
  • Brown, J.D. (1991). Do ESL and English faculties rate writing samples differently? TESOL Quarterly, 25(4), 587-603.
  • Brusca-Vega, R., Brown, K., & Yasutake, D. (2011). Science achievement of students in co-taught, inquiry based classrooms. Learning Disabilities: A Multidisciplinary Journal, 17(1), 23-31.
  • Coulmas, F. (2003). Writing Systems: An Introduction to their Linguistic Analysis. Cambridge University Press: Cambridge.
  • Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effectivepractices. Focus On Exceptional Children, 28(3), 1-16.
  • Darragh, J. J., Picanco, K. E., Tully, D., & Henning, A. S. (2011). "When teachers collaborate, good things happen": Teacher candidate perspectives of the coteach model for the student teaching internship. AILACTE Journal, 8, 83-104.
  • Dove, M. G., & Honigsfeld, A. M. (2017). Co-teaching for English learners: A guide to collaborative
  • planning, instruction, assessment, and reflection. Thousand Oaks, CA: Corwin.
  • Emig, J. (2019). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128.
  • Foster E. and Rotoloni B. (2013) “Reciprocal Teaching”. The University of Georgia.
  • Friend, M., & Cook, L. (2004). Co-Teaching: Principles, Practices and Pragmatics, Quarterly Special Education Meeting Albuquerque, NM.
  • Friend, M. (2015). Welcome to co-teaching 2.0. Educational Leadership, 73(4), 16-22.
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007) Educational research: An introduction. Boston: Pearson Education.
  • Gillespie, D., & Israetel, A. (2008). Benefits of co-teaching in relation to student learning. Paper represented at Annual Meeting of the American Psychological Aassociation, Massachusetts.
  • Grami, G.M.A. (2010). The Effects of Integrating Peer Feedback into University-Level ESL Writing Curriculum: A Comparative Study in a Saudi Context. Doctoral dissertation submitted to Newcastle University, School of Education, Communication and Language Sciences. Available online https://theses.ncl.ac.uk/dspace/bitstream/10443/933/1/grami_
  • Guyton, E. & McIntyre, D.J. (1990). Student teaching and school experiences. In W.R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (514- 534). New York, NY: Macmillan.
  • Hammidi, F.A. & Sidek, H.M. (2015). An analytical framework for analysing secondary EFL writing curriculum: Approaches for writing and preparation for higher education. International Education Studies, 8(1), 203-221.
  • Hang, Q., & Rabren, K. (2009). An examination of co-teaching: Perspectives and efficacy indicators. Remedial and Special Education, 30(5), 259–268.
  • Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL classroom. Delta Kappa Gamma Bulletin, 74(2), 8-14.
  • Honigsfeld, A., & Dove, M. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.
  • Hyland, K. (2003). Teaching and Researching Writing. Harlow: Longman.
  • Ibrahim, M. G. (2013). The Effect of Using Facebook on Improving Students' Writing Skills in English. Unpublished M.A. Thesis, Al-Najah National University, Palestine.
  • Isherwood, R. S., & Barger-Anderson, R. (2008). Factors affecting the adoption of coteaching
  • models in inclusive classrooms: One school’s journey from mainstreaming to inclusion. Journal of Ethnographic & Qualitative Research, 2, 121-128.
  • Keefe, B., & Moore, V. (2004). The challenge of co-teaching in inclusive classrooms at the high school level and what the teachers told us. American Secondary Education, 32, 77-88.
  • Krashen, S.D. (1984). Writing: Research, theory, and applications. Oxford: Pergamon Institute of English.
  • Long, M.H., & Richards, J.C. (2003). Series editors‘ preface. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp.xv – xvi). Cambridge: Cambridge University Press. McMillan Encyclopedia. (1986). London: McMillan Limited.
  • Martinussen, R., Tannock, R., & Chaban, P. (2011). Teachers’ reported use of instructional behavioral management practices for students with behavior problems: Relationship to role and level of training in ADHD. Child Youth Care Forum, 40, 193-210.
  • Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40, 260–270.
  • McKenzie, R. G. (2009). A national survey of pre-service preparation for collaboration. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32, 379-393.
  • McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education,ufl.edu/tools/best-practice-review/
  • Morocco, C.C. & Aguilar, C.M. (2002). Co-teaching for content understanding: A schoolwide model. Journal of Educational and Psychological Consultations, 13(4), 315-347.
  • Murawski, W. W. (2012). Observing co-teaching: What to ask for, look for, and listen for. Intervention in School and Clinic, 46(3), 174-183.
  • Nevin, A. I., Thousand, J.I., & Villa, R.A. (2009). Collaborative teaching for teacher educators: What does the research say? Teaching and Teacher Education, 25, 569–574.
  • Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching: An educational promise for children with disabilities or a quick fix to meet the mandates of No Child Left Behind? Education, 130, 647-651.
  • Nightingale, P. (2000). Improving student writing. In S. Makoni (Ed.), Improving teaching and learning in higher education: A handbook for Southern Africa (pp. 131-166). Johannesburg: Witwatersrand University Press.
  • Nunan, D. (2001). Research Methods in Language Learning. Cambridge: Cambridge University Press.
  • Olcott, K.C., Nieroda, J., & Crandall, B.R. (2014). Co-planning and co-teaching in a summer writing institute: A formative experiment. Teaching/Writing: The Journal of Writing Teacher Education, 3(2).
  • Paltridge, B. (2004). Approaches to genre in ELT. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (pp. 931-943). Springer US. Pincas, A. (1982). Teaching English Writing. Macmillan Press.
  • Potter, J. (2011). New literacies, new practices and learner research: Across the semi-permeable membrane between home and school. Kansanvalistusseura: Helsinki, Finland
  • Pratt, S.M., Imbody, S.M., Wolf, L.D., Patterson, A.L. (2016). Intervention in School and Clinic 1–7: Hammill Institute on Disabilities.
  • Pugach, M. C., & Winn, J. A. (2011). Research on co-teaching and teaming: An untapped resource for induction. Journal of Special Education Leadership, 24(1), 36-46.
  • Salend, S.J., Garrick Duhaney, L.M. & Montgomery, W. (2002). A comprehensive approach to identifying and addressing issues of disproportionate representation. Remedial and Special Education, 23 (5), 289-299. Retrieved from the EBSCO Database.
  • Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.
  • Silverman, J.C. (2007). Epistemological beliefs and attitudes toward inclusion in preservice teachers. Teacher Education and Special Education, 30, 42-51.
  • Simmons, R. J., & Magiera, K. (2007). Evaluation of co-teaching in three high schools within one school district: How do you know when you are truly co-teaching? Teaching Exceptional Children Plus, 3(3), 23-37.
  • Solis M, Solis A, Perez H, Manjarrezb N, & Floresa M. (2012). Microbial decolouration of azo dyes: a review. Process Biochem 47,1723-1748.
  • Taki, S., & Fardafshari, E. (2012). Weblog-based Collaborative Learning: Iranian EFL Learners’ Writing Skill and Motivation. International Journal of Linguistics, 4(2), 412-429.
  • Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
  • Vaughn, S., Schumm, J. S., & Arguelles, M. E. (1997). The ABCDEs of co teaching. Teaching Exceptional Children, 30(2), 1–10.

The effect of co-teaching on advanced EFL learners’ writing ability

Yıl 2020, Cilt: 16 Sayı: 4, 1833 - 1853, 30.12.2020
https://doi.org/10.17263/jlls.851009

Öz

Students need to be skilled writers to get involved in a literate society. Providing learners with effective and appropriate teaching approach can lead to an easier and better mastery of skills. One of these approaches may be co-teaching. This study investigates the effect of co-teaching for Iranian advanced EFL learners’ ability to write. The co-teaching approach was taken as a treatment through which two teachers were cooperating simultaneously during the teaching writing process in the same class with the experimental group. The participants of the control group were taught traditionally by a single teacher during all class sessions. According to the data analyses after comparing the two groups, co-teachers have been more successful in improving the overall writing ability of the treatment group. The underlying rationale is one in which teaching a class with two teachers may first add to the variety of teaching styles, feedback giving, consultation and reviewing the teaching process that can lead to better teaching practice and also doubling the class time by increasing teacher-student interaction time.

Kaynakça

  • Aliakbari, M., & Bazyar, A. (2012). Exploring the Impact of Parallel Teaching on General Language Proficiency of EFL Learners. Pan-Pacific Association of Applied Linguistics, 16(1), 55-71.
  • Aliakbari, M., & Nejad, A. (2013). On the Effectiveness of Team Teaching in Promoting Learners' Grammatical Proficiency. Canadian Journal of Education, 36(3), 5-22.
  • Al-Hammadi, F., &Sidek, K., (2015). Academic Writing in the Yemeni EFL context: History, Challenges and Future Research. The Effects of Brief Mindfulness Intervention on Acute Pain experience: An Examination of Individual Difference. 1, 167-174.
  • Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S., (2014). Focusing Formative Assessment on the Needs of English Language Learners. WestED.
  • Andrews, K., & Wooten, B. (2005). Closing the gap: helping students identify the skills employers want. NACE Journal, 64(4), 49–52.
  • Asrobi, Maman & Prasetyaningrum, Ari. (2017). Trait Based Assessment on Teaching Writing Skill for EFL Learners. English Language Teaching. 10(1), 199-212.
  • Badger, R., & White, G. (2000). Process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
  • Bauler, C.V.,Kang, E., Afanador-Vega, A. & Stevenson, A. (2019). My Partner Always Helps
  • Me: Exploring Two Co-teachers’ Practices to Support Writing in a First-Grade Linguistically
  • Diverse Elementary Class. TESL-EJ, 24(2).
  • Benoit, R. (2001). Team teaching tips for foreign language teachers [Electronic version]. The Internet TESL Journal, 7(10), 15-32.
  • Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy, 2nd ed. California: San Francisco State University.
  • Brown, J.D. (1991). Do ESL and English faculties rate writing samples differently? TESOL Quarterly, 25(4), 587-603.
  • Brusca-Vega, R., Brown, K., & Yasutake, D. (2011). Science achievement of students in co-taught, inquiry based classrooms. Learning Disabilities: A Multidisciplinary Journal, 17(1), 23-31.
  • Coulmas, F. (2003). Writing Systems: An Introduction to their Linguistic Analysis. Cambridge University Press: Cambridge.
  • Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effectivepractices. Focus On Exceptional Children, 28(3), 1-16.
  • Darragh, J. J., Picanco, K. E., Tully, D., & Henning, A. S. (2011). "When teachers collaborate, good things happen": Teacher candidate perspectives of the coteach model for the student teaching internship. AILACTE Journal, 8, 83-104.
  • Dove, M. G., & Honigsfeld, A. M. (2017). Co-teaching for English learners: A guide to collaborative
  • planning, instruction, assessment, and reflection. Thousand Oaks, CA: Corwin.
  • Emig, J. (2019). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128.
  • Foster E. and Rotoloni B. (2013) “Reciprocal Teaching”. The University of Georgia.
  • Friend, M., & Cook, L. (2004). Co-Teaching: Principles, Practices and Pragmatics, Quarterly Special Education Meeting Albuquerque, NM.
  • Friend, M. (2015). Welcome to co-teaching 2.0. Educational Leadership, 73(4), 16-22.
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007) Educational research: An introduction. Boston: Pearson Education.
  • Gillespie, D., & Israetel, A. (2008). Benefits of co-teaching in relation to student learning. Paper represented at Annual Meeting of the American Psychological Aassociation, Massachusetts.
  • Grami, G.M.A. (2010). The Effects of Integrating Peer Feedback into University-Level ESL Writing Curriculum: A Comparative Study in a Saudi Context. Doctoral dissertation submitted to Newcastle University, School of Education, Communication and Language Sciences. Available online https://theses.ncl.ac.uk/dspace/bitstream/10443/933/1/grami_
  • Guyton, E. & McIntyre, D.J. (1990). Student teaching and school experiences. In W.R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (514- 534). New York, NY: Macmillan.
  • Hammidi, F.A. & Sidek, H.M. (2015). An analytical framework for analysing secondary EFL writing curriculum: Approaches for writing and preparation for higher education. International Education Studies, 8(1), 203-221.
  • Hang, Q., & Rabren, K. (2009). An examination of co-teaching: Perspectives and efficacy indicators. Remedial and Special Education, 30(5), 259–268.
  • Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL classroom. Delta Kappa Gamma Bulletin, 74(2), 8-14.
  • Honigsfeld, A., & Dove, M. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.
  • Hyland, K. (2003). Teaching and Researching Writing. Harlow: Longman.
  • Ibrahim, M. G. (2013). The Effect of Using Facebook on Improving Students' Writing Skills in English. Unpublished M.A. Thesis, Al-Najah National University, Palestine.
  • Isherwood, R. S., & Barger-Anderson, R. (2008). Factors affecting the adoption of coteaching
  • models in inclusive classrooms: One school’s journey from mainstreaming to inclusion. Journal of Ethnographic & Qualitative Research, 2, 121-128.
  • Keefe, B., & Moore, V. (2004). The challenge of co-teaching in inclusive classrooms at the high school level and what the teachers told us. American Secondary Education, 32, 77-88.
  • Krashen, S.D. (1984). Writing: Research, theory, and applications. Oxford: Pergamon Institute of English.
  • Long, M.H., & Richards, J.C. (2003). Series editors‘ preface. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp.xv – xvi). Cambridge: Cambridge University Press. McMillan Encyclopedia. (1986). London: McMillan Limited.
  • Martinussen, R., Tannock, R., & Chaban, P. (2011). Teachers’ reported use of instructional behavioral management practices for students with behavior problems: Relationship to role and level of training in ADHD. Child Youth Care Forum, 40, 193-210.
  • Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40, 260–270.
  • McKenzie, R. G. (2009). A national survey of pre-service preparation for collaboration. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32, 379-393.
  • McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education,ufl.edu/tools/best-practice-review/
  • Morocco, C.C. & Aguilar, C.M. (2002). Co-teaching for content understanding: A schoolwide model. Journal of Educational and Psychological Consultations, 13(4), 315-347.
  • Murawski, W. W. (2012). Observing co-teaching: What to ask for, look for, and listen for. Intervention in School and Clinic, 46(3), 174-183.
  • Nevin, A. I., Thousand, J.I., & Villa, R.A. (2009). Collaborative teaching for teacher educators: What does the research say? Teaching and Teacher Education, 25, 569–574.
  • Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching: An educational promise for children with disabilities or a quick fix to meet the mandates of No Child Left Behind? Education, 130, 647-651.
  • Nightingale, P. (2000). Improving student writing. In S. Makoni (Ed.), Improving teaching and learning in higher education: A handbook for Southern Africa (pp. 131-166). Johannesburg: Witwatersrand University Press.
  • Nunan, D. (2001). Research Methods in Language Learning. Cambridge: Cambridge University Press.
  • Olcott, K.C., Nieroda, J., & Crandall, B.R. (2014). Co-planning and co-teaching in a summer writing institute: A formative experiment. Teaching/Writing: The Journal of Writing Teacher Education, 3(2).
  • Paltridge, B. (2004). Approaches to genre in ELT. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (pp. 931-943). Springer US. Pincas, A. (1982). Teaching English Writing. Macmillan Press.
  • Potter, J. (2011). New literacies, new practices and learner research: Across the semi-permeable membrane between home and school. Kansanvalistusseura: Helsinki, Finland
  • Pratt, S.M., Imbody, S.M., Wolf, L.D., Patterson, A.L. (2016). Intervention in School and Clinic 1–7: Hammill Institute on Disabilities.
  • Pugach, M. C., & Winn, J. A. (2011). Research on co-teaching and teaming: An untapped resource for induction. Journal of Special Education Leadership, 24(1), 36-46.
  • Salend, S.J., Garrick Duhaney, L.M. & Montgomery, W. (2002). A comprehensive approach to identifying and addressing issues of disproportionate representation. Remedial and Special Education, 23 (5), 289-299. Retrieved from the EBSCO Database.
  • Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.
  • Silverman, J.C. (2007). Epistemological beliefs and attitudes toward inclusion in preservice teachers. Teacher Education and Special Education, 30, 42-51.
  • Simmons, R. J., & Magiera, K. (2007). Evaluation of co-teaching in three high schools within one school district: How do you know when you are truly co-teaching? Teaching Exceptional Children Plus, 3(3), 23-37.
  • Solis M, Solis A, Perez H, Manjarrezb N, & Floresa M. (2012). Microbial decolouration of azo dyes: a review. Process Biochem 47,1723-1748.
  • Taki, S., & Fardafshari, E. (2012). Weblog-based Collaborative Learning: Iranian EFL Learners’ Writing Skill and Motivation. International Journal of Linguistics, 4(2), 412-429.
  • Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
  • Vaughn, S., Schumm, J. S., & Arguelles, M. E. (1997). The ABCDEs of co teaching. Teaching Exceptional Children, 30(2), 1–10.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Parisa Yeganehpour Bu kişi benim

Elham Zarfsaz

Yayımlanma Tarihi 30 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16 Sayı: 4

Kaynak Göster

APA Yeganehpour, P., & Zarfsaz, E. (2020). The effect of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies, 16(4), 1833-1853. https://doi.org/10.17263/jlls.851009
AMA Yeganehpour P, Zarfsaz E. The effect of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies. Aralık 2020;16(4):1833-1853. doi:10.17263/jlls.851009
Chicago Yeganehpour, Parisa, ve Elham Zarfsaz. “The Effect of Co-Teaching on Advanced EFL learners’ Writing Ability”. Journal of Language and Linguistic Studies 16, sy. 4 (Aralık 2020): 1833-53. https://doi.org/10.17263/jlls.851009.
EndNote Yeganehpour P, Zarfsaz E (01 Aralık 2020) The effect of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies 16 4 1833–1853.
IEEE P. Yeganehpour ve E. Zarfsaz, “The effect of co-teaching on advanced EFL learners’ writing ability”, Journal of Language and Linguistic Studies, c. 16, sy. 4, ss. 1833–1853, 2020, doi: 10.17263/jlls.851009.
ISNAD Yeganehpour, Parisa - Zarfsaz, Elham. “The Effect of Co-Teaching on Advanced EFL learners’ Writing Ability”. Journal of Language and Linguistic Studies 16/4 (Aralık 2020), 1833-1853. https://doi.org/10.17263/jlls.851009.
JAMA Yeganehpour P, Zarfsaz E. The effect of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies. 2020;16:1833–1853.
MLA Yeganehpour, Parisa ve Elham Zarfsaz. “The Effect of Co-Teaching on Advanced EFL learners’ Writing Ability”. Journal of Language and Linguistic Studies, c. 16, sy. 4, 2020, ss. 1833-5, doi:10.17263/jlls.851009.
Vancouver Yeganehpour P, Zarfsaz E. The effect of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies. 2020;16(4):1833-5.