A Collaborative Teaching Model for Heterogeneous Class in a Computer Assisted Listening Course

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.