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The aim of this paper is to explore the benefits of and challenges to teacher collaboration in designing and implementing multimedia-assisted English grammar classes in the aspect of TETE, as well as students’ reactions toward these grammar instructions. This study discusses the results of using English-medium instruction and multimedia in English grammar classes that were designed and implemented collaboratively by a group of instructors. Seventy-eight college students whose TOEIC scores were under 750 participated in a fifteen-week English grammar program that involved using multimedia and English-medium instruction. Subjects were asked to sign up for the online community and take the English-only classes.
Three non-native instructors were interviewed and students’ responses to the questionnaire were analyzed to explore the effectiveness of using multimedia and English-medium instruction for English grammar classes. The findings of the study show that, despite the many challenges and difficulties it brings for teachers, teacher collaboration is critical in designing a multimedia–assisted English grammar syllabus and implementing TETE because it ensures good quality instructional materials and improved instructional practice. Based on interviews with the instructors and students responses to the English grammar classes, this paper also provides pedagogical implications for better teacher collaboration in the field of English grammar education. |
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