摘要：The present study aimed to examine how co-teaching may affect the learning process. To do so, a group of 58 first-grade students were assigned to two homogeneous classes. In one group learners received grammar instruction from co-teachers while in other grammar instruction was delivered by a single teacher. The findings revealed that the difference in method of grammar instruction did not lead to significant difference in participants’ performance. This finding implies that the appropriateness of co-teaching in educational systems, at least for teaching grammar in an EFL context like Iran, is doubtful and that co-teaching classes should be held cautiously. Key words: Co-teaching, Co-teaching models, Grammar proficiency, Team teaching, Co-operative teaching.
关键词：co-teaching;co-teaching models;co-operative teaching;grammar proficiency; team teaching
