Investigating the Effect of Team-teaching Approach on ESP Students’ English Proficiency; Evidence from Students’ Attitudes

Mohammadhossein Besharati, Golnar Mazdayasna


The current study was an attempt to investigate EFL students’ attitudes regarding team-teaching approach. In addition, it explored to what extent the team-teaching approach was effective in terms of enhancing Electrical Engineering Students' English proficiency in an English for Specific Academic Purpose (ESAP) program. To this end, 60 university students studying Electrical Engineering at the faculty of Engineering in Yazd University enrolled in the ESP course participated in this study. Prior to the instruction, the students were randomly divided into two groups as control and experimental. The experimental group was instructed based on the team-teaching approach while the control group was taught based on the traditional approach. The data was gathered through a pretest, posttest, and a questionnaire. The analysis of data via independent sample t-test and descriptive analysis revealed that most of the students had a positive attitude toward utilizing team-teaching approach. Furthermore, the findings indicated that Electrical Engineering students who were taught through team teaching approach performed better than those taught by a single instructor.  



Team-teaching approach, Electrical Engineering Students, ESAP program, ESP approach

Full Text:



Akyel, A., & Salatacı, R. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14, 10-15.

Allen, S. (2003). An Analytic Comparison of three models of reading strategy instruction. International Review of Applied Linguistics, 41, 319-338.

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75, 460-472.

Atai, M. R. (2000). ESP revisited: a reappraisal study of discipline-based EAP programs in Iran. Esfahan University publication, Esfahan, Iran.

Barati, H. (1992). The effect of reading strategies on recall and retention. Unpublished Masteral thesis, Tarbiat Modares University, Tehran.

Barber, C. L. (1962). Some measurable characteristics of modern scientific prose. Contributions to English syntax and philology, 2, 21-43.

Bernard, R. & Zemach, D. (2003). Materials for specific purpose. In: Tomlinson, B. (Ed.). Developing materials for language teaching. London: Continuum.

Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. Tesol Quarterly, 20, 647-678.

Carrell, P., Pharis, B., & Liberto, J. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 20, 463-494.

Chang, Y. J., Wu, C. T., & Ku, H. Y. (2005). The introduction of electronic portfolios to teach and assess English as a foreign language in Taiwan. TechTrends, 49, 30-35.

Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge, UK: Cambridge University Press.

Ewer, J. R. and Lattore, G. (1969). A course in basic scientific English. London, Longman.

Field, M. L. (2006). Finding a path to fluent academic and workplace reading. Current trends in the development and teaching of the four language skills, 29, 329-354.

Flowerdew, J. (1992). Definitions in science lectures. Applied Linguistics, 13, 202–221.

Fulcher, G. & Davidson, F. (2007). Language testing and assessment. London and New York: Routledge.

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow: Longman.

Higgins, J. J. (1966). Hard Facts Notes on Teaching English to Science Students. ELT Journal, 21, 55-60.

Hosenfeld, C. (1984). Case studies of ninth grade readers. Reading in a foreign language, 4, 231-249.

Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.

Jackson, W. & Davis, G. A. (2000). Turning Point 2000: Educating adolescents in the 21st century. New York: Teachers College Press.

Jordan, R. (1997). English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.

Long, M. L. (2005). Second language needs analysis. Cambridge: Cambridge University Press.

Oxford, R. L., & Celce-Murcia, D. M. (2001). Teaching English as a second or foreign language. Language Learning Styles and Strategies, 4, 359-366.

Riazi, A. (2005). Features of Quality EAP Textbooks: Insights from Literature and Book Reviews, In Kiani & Khayamdar (Eds.) Proceedings of the First National ESP/EAP Conference, Vol. 1, Tehran, SAMT Publication.

Richards, J. C., Schmidt, R.( 2010). Longman Dictionary of Language Teaching and Applied Linguistics (4th Edition). London: Longman.

Sedighi, A. (1998). The effects of training in the use of reading strategies on the improvement of reading comprehension. Unpublished Doctoral dissertation, AllamehTabatabaei University, Tehran.

Sidorova, N. A. (2015). Features and teacher's role at educating English for specific purposes. In the World of Scientific Discoveries/V Mire Nauchnykh Otkrytiy, 63.

Song, M. J. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41-54.

Tomlinson, B. (Ed.). (2011). Developing materials for language teaching, (pp. 479-489). London: Cromwell Press.

Washington, S. G. (2001). The effects of interdisciplinary teaming on middle school climate and school achievement. Dissertation Abstracts International, 61(09),3523.

Whitfield, T. J. (2000). Academic effectiveness of middle school instructional sup-port teams in Pennsylvania. Dissertation Abstracts International, 61(03), 871-872.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2022 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.