Toward an Ideal Model of Teacher Collaboration: a Focus on Listening Instruction of 5th Grade Classes in Taiwan

Angela Mei Chen Wu*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


One type of teacher collaboration termed co-teaching has been gaining popularity in many Asian educational contexts such as Hong Kong, Japan, Korea, and Taiwan. The benefits and problems of the co-teaching between a native-English-speaking teacher (NEST) and non-native-English-speaking teacher (NNEST) have been extensively documented in research (e.g., Carless & Walker, 2006; Copland, Davis, Garton, and Mann, 2016). Still, this current study identified research gaps. First, the actual effectiveness of co-teaching as measured by student achievement seemed rare. Second, a quantitative analysis of how two important factors, co-teaching style and co-planning time, actually influenced student achievement during co-teaching was scarce. Third, a detailed qualitative classroom description of how the teachers specifically utilized their strengths in co-teaching practices had not been documented. This study recruited 27 teachers (NESTs and NNESTs) and 270 5th graders in Taiwan. It was found that students’ listening improved after being co-taught for 1 year. In addition, the co-teaching style and the co-planning time influenced students’ listening proficiency differently. Lastly, both qualitative and quantitative results showed that the joint-led teaching style with teachers who co-planned between 2–4 h provided the best results in students’ listening proficiency.

Translated title of the contribution中外師協同教學之效率: 以英語聽力教學為例
Original languageEnglish
JournalEnglish Teaching and Learning
Publication statusAccepted/In press - 2022


  • Co-planning time
  • Co-teaching styles
  • English listening
  • Native-English-speaking teachers
  • Non-native-English-speaking teachers
  • Teacher collaboration

ASJC Scopus subject areas

  • Education
  • Linguistics and Language


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