Impact of Team-Teaching Strategy in English -as-Second- Language Classroom among Tertiary Institution Students in Imo State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026313Abstract
Traditional single-teacher classroom arrangements have increasingly proven inadequate for large ESL classes, particularly in maintaining students’ attention and ensuring effective engagement. This study investigated the problems and prospects of team teaching in English as Second Language (ESL) classrooms in selected tertiary institutions in Owerri, Imo State, Nigeria. A descriptive survey design was adopted. Data were collected from 85 respondents comprising students and teachers using structured questionnaires based on a four-point Likert scale. Two research questions guided the study. Data were analyzed using mean ratings with a criterion mean of 2.50 for acceptance. The study was anchored on Bandura’s (1977) Social Learning Theory and Clark’s (2002) General Theory of Teaching. Findings revealed that although team teaching may generate competition, conflicts, and occasional monopolization of instruction among teachers, its benefits outweigh its limitations. The study established that team teaching enhances instructional quality, promotes teacher collaboration, increases student interest, and improves student–teacher relationships. It was therefore concluded that team teaching remains a viable instructional model for 21st-century ESL classrooms. Continuous professional development and proper orientation on team teaching were recommended.
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