Collaborative teaching (CT) has long been considered as an effective
teaching paradigm in English language teaching (ELT) domain.
However, few studies showed how co-teachers could provide additional
support for lower-level students in heterogeneous CALL classes. This
study aims at proposing a co-teaching model in the computer-assisted
listening course, in which lower level students received a 15-minute
intervention every teaching session to help them catch up with the pace
of the class. The quasi-experimental research design was employed with
control and experimental groups. Thirty-nine Vietnamese Englishmajor freshmen, from two intact classes at Van Lang University, and two
EFL lecturers participated in the study. The 10-week listening course
was implemented with similar procedures for both groups except the
fact that only deficient students in the experimental group received
additional support with 15-minute interventions. The collected data
from the pre-test and post-test were analyzed by t-test using SPSS
software. The yielded result of the experimental group outweighed that
of the control group which confirmed the effectiveness of the
investigated CT model for supporting lower-level students of a diverse
level class in the computer-assisted environment.