The Effect of Co-Teaching on Iraqi Female Advanced EFL Learners’ Writing

Abstract

The present study examines the effects of co-teaching on advanced female EFL learners in Erbil, Iraq comparing its results to traditional single-teacher instruction. The study employed a mixed-methods quasi-experimental design to examine 41 learners at Andisheh Language Institute who received either co-taught instruction (n=21) or single-taught instruction (n=20) during a five-week period. The research used Brown’s (1991) scoring scale to evaluate writing proficiency through pre- and post-tests and collected learner perceptions through a post-intervention survey. According to the quantitative findings of the study (p=.031), the co-taught group achieved better writing results than the control group. The survey results showed that students strongly preferred co-teaching because it provided better feedback and increased their engagement and motivation and facilitated better interaction with teachers. The results of the study can be justified by research uses Vygotsky’s socio-cultural theory and Bandura’s self-efficacy framework in demonstrating how co-teaching helps solve EFL writing difficulties in Iraq and provides recommendations for developing curricula and training teachers in collaborative teaching methods.