Team Teaching Instruction Effectiveness on ESP Students’ Achievement in New Headway Plus Book for Beginners

Abstract

ESP students frequently struggle to acquire English because of the complex vocabulary and grammar, which can be intimidating for newcomers. These issues could not be sufficiently addressed by traditional teaching approaches, nor may they offer enough involvement or support. Additionally, the majority of EFL teachers find it difficult to instruct their students effectively because of class congestion, differences in student needs, and discrepancies in student performance. This study investigates the effectiveness of team teaching instruction on the achievement of English for Specific Purposes (ESP) students using the New Headway Plus book for beginners. It aims to: evaluate the effectiveness of team teaching on ESP students’ achievement in English, compare the performance of students taught through team teaching with those taught through traditional methods and explore students’ engagement through team teaching classes. 
A quasi-experimental design was used. The research was conducted with two groups of (60) first-level students from the College of Education for Women, Department of Social Work, who were studying English as part of their ESP curriculum. The experimental group was taught using a team teaching approach, while the control group received traditional instruction. Pre-test was administered on both groups before the experiment for equalization and to assess students’ language proficiency, then the post-test and the engagement questionnaire were applied after the experiment on both groups and statistical analysis was used to compare the results. Findings revealed that team teaching significantly improved students’ achievement and engagement compared to traditional methods. The study concludes with recommendations for integrating team teaching into ESP programs to enhance learning outcomes.