摘要：AbstractThe current study investigated the effectiveness of two models of co-teaching viz. team-teaching and station teaching in the promotion of the students’ reading comprehension in an EAP situation in Iran. Fifty two sophomore students, majoring at Marketing Management from Ilam University were selected as participants and based on their achieved score in the pre-test were assigned into two experimental and one control group. The participants in the first experimental group received instruction through team-teaching and the students in the second experimental group were taught through station teaching, but the participants of the control group were taught by one single teacher for the same hours of instruction. All participants took part in a final achievement test and the results were analysed through one-way ANOVA. The outcomes indicated that there was significant difference between the students’ performance and those in the experimental groups outperformed the control group. However, there was no statistically meaningful difference between the students’ performance in the team-teaching and station teaching groups.
关键词：Co-teaching models;station teaching;team teaching;reading comprehension;ELT in Iran
