Volume 3, Issue 2 (June 2021)                   Iranian Evolutionary and Educational Psychology 2021, 3(2): 178-197 | Back to browse issues page

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Narmashiri F, Fatehi Rad N, Tajadini M. (2021). Beyond the Solitary Teacher: Team Teaching Style and Counseling Psychology in Promoting Students’ Language Proficiency, Collaboration and Inborn Encouragement. Iranian Evolutionary and Educational Psychology. 3(2), 178-197. doi:10.52547/ieepj.3.2.178
URL: http://ieepj.hormozgan.ac.ir/article-1-296-en.html
1- Ph.D. Candidate, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2- Assistant Professor, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
Abstract:   (1198 Views)
Foreign language instruction has been completed through the traditional approach. This investigation was an attempt to show the effect of team teaching and counseling psychology with focus on students’ Language Proficiency, Collaboration and Inborn Encouragement. Mix method of the research was used for the study, comprised of the tests, questionnaires and interviews to collect the data. 52 Iranian EFL students and two English language teachers besides a teacher as counsellor included in team teaching procedure merely for experimental one, while control group was taught based on the traditional approach. The outcomes revealed there were statistically significant differences between the two groups after the treatment and also the significant differences in the expectations of the questionnaires and learners as well as a favorable outlook towards using team teaching in the classroom. Moreover, there was very strong evidence of a relationship between team teaching plus counseling psychology, collaboration and inborn encouragement. The openings of the current study are assessed to sound so outstanding that the officials and English language teachers in Ministry of Education of Iran attain the educational goals and ELT purposes by means of team teaching and counseling psychology procedures.
Full-Text [PDF 588 kb]   (642 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/01/18 | Accepted: 2021/05/5 | Published: 2021/06/1

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