Recently, team teaching in English education has become a subject of attention and research. The present study was motivated by the implementation of team teaching at Korea Nazarene University. Team teaching in this context means that a native speaker...
Recently, team teaching in English education has become a subject of attention and research. The present study was motivated by the implementation of team teaching at Korea Nazarene University. Team teaching in this context means that a native speaker of English and a non native speaker of English who teach the same class, cooperate in planning the curriculum, discuss their instructional efficacy and evaluate the students together. The purpose of this research was to examine the effect of team teaching on students' language proficiency in terms of vocabulary and grammar, self-confidence, and anxiety, as well as find out their preferences for team teaching. A total of 356 students took a diagnostic test consisting of 50 items of vocabulary and grammar, and paper-and-pencil surveys, at the beginning and at the end of the semester. It was found that team teaching was more effective in grammar instruction and decreased students' anxiety to some degree, but it was not as effective in increasing students' self-confidence as non team teaching. Additionally, students' preference for team-taught classes was significantly higher at the end of the semester. This study also indicated that the effect of team teaching should be further explored through testing students' oral proficiency and conduction longitudinal research. (Korea Nazarene University)