Increasing Students’ English Language Learning Levels via Lesson Study

Abstract

The study aims to develop students’ higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students’ English as a foreign language learning level. Action research was used in the study. “English Achievement Test” and “Semi-Structured Interview Form” developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students’ English language levels, and semi-structured interview form was used to determine teachers’ views about lesson study practice. According to research result, lesson study has increased students’ learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that lesson study had the teachers a chance to observe and assess their teaching qualities and so, it made the students’ learning levels increase significantly. Furthermore, all of the teachers agreed that lesson study as an in-service training model could be an approach used for both other lessons and nationally.

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

“…Yalçın Arslan (2019) explored the role of lesson study in a pre-service EFL teacher education context, and underlined its potential as a PD model for initial teacher development. Kıncal et al (2019) worked with 24 9th graders and 5 English teachers at a socioeconomically disadvantaged school setting, and analyzed whether the implementation of lesson study would increase the English level of students, and what teachers would think about the model. Findings of the study were promising in the sense that there was a significant increase in students’ English levels as a result of implementing lesson study, and teachers found it highly beneficial for their PD, and they suggested using it as a model during in-service teacher training.…”

The use of digital technology in foreign language learning

“…However, the majority of existing literature in the field of technology-based learning does not connect it to students’ learning performance or success. Language proficiency is, according to Domingo ( 2019 ), affected by language exposure, or by lesson study or a research-based approach (Kıncal et al 2019 ). Al-Bataineh et al ( 2016 ) state that, even though technology could be an influential factor in students’ academic achievement, it is still not a sole factor when it comes to official tests and measurements (p. 380).…”

A model trial for the “Teaching Practice” course within Turkish teaching programs: Lesson study

“…Students' profiles changed as the classes varied in cycles, and therefore, participants had to revise their course plans. As noted by Kıncal et al (2019), research lessons are real lesson studying with students. Every course plan changes in line with the ambiance in classrooms, which results in extra professional burden for teachers.…”

“…Bilge & Dede (2020) has recently conducted a study and presented the advantaged of the model under three sub-categories: learning/teaching topics/concepts, cooperation and professional development. The greatest advantage of this model is that it directs group members to take more responsibilities about what they have learned (Boran & Tarım, 2016;Coenders & Verhoef, 2019;Droese, 2010;Gözel, 2017;Jacobs, 2012;Kıncal et al, 2019).…”

“…The lesson study model is a professional development model regarding the teachers (Lewis, Perry, & Murata, 2014;Murata, 2011); this model has many advantages as understood from the literature. The greatest advantage of this model is that it directs group members to take more responsibilities about their learning processes and to cooperate (Boran & Tarım, 2016;Coenders & Verhoef, 2019;Droese, 2010;Gözel, 2017;Jacobs, 2012;Kıncal, Ozan, & İleritürk, 2019). As participation in cooperation increases the self-efficacy level, the teaching practices are also improved (Roberts, 2010).…”