Lesson Study as a Catalyst for Enhancing EFL Teachers’ Instructional Practice

Background/purpose. In many of the previous studies on Lesson Study, the achievement of the students was the main indicator of its success, and little attention was paid to the instruction provided by the teachers. This study will look into the instructional practices of EFL teachers as influenced by the implementation of lesson study. Expectedly, the findings will fill in gaps concerning existing research and shed light on the contributions of Lesson Study to ELT. The study explores how teachers with higher and lower levels of self-confidence modify their lessons, orchestrate group work, and provide feedback.

Methods. The study employed a qualitative multiple case study design. Data were collected from four participant groups: 8 lecturers, who participated in Lesson Study implementation, and the researcher who joined each group to facilitate the activities and observe teachers’ practices in class. Observational protocol served as the primary data collection tool. The data were analysed using thematic analysis.

Results. The findings indicated that Lesson Study has had a great impact on practice in English lessons by teachers. Particularly, they showed an improved ability to choose and modify strategies during instructional delivery in a lesson study session, while reflecting on and evolving through peer feedback. Therefore, the multiplication of Lesson Study application in ELT would boost teachers' confidence in choosing and adapting instructional strategies and thus be helpful in their professional development.

Conclusion. Lesson Study has a positive influence on teachers’ instructional practice in English classes. Therefore, the multiplication of Lesson Study application in ELT can help boost teachers’ confidence in selecting and adjusting instructional strategies and thus be beneficial for teachers’ professional development.

Keywords: Lesson Study, Instructional practice, Professional development

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