BOOSTING MECHANICAL ENGINEERING JARGONS THROUGH COLLABORATIVE TEACHING

This paper presents an experiment concerning the contribution of collaborative teaching to the better understanding of English for specific purpose (ESP) jargons. Accordingly, 60 learners majoring in mechanical engineering were selected as the participants of this study. Randomly, they were divided into two experimental and control groups. While the instructional material was the same for both groups, experimental group was taught through collaborative teaching. At the end of the experiment, the findings were compared through t-test. Results after the analysis of the data indicated that who were taught through collaborative teaching gained more ESP jargons than those who were taught traditionally. The current study may provide some support for the idea that collaborative teaching can have powerful effects on the learning of mechanical engineering jargons. Findings of this research paved the way for the acceptance of this belief.