Connecting EFL curriculum reforms with teacher and student learning: insights from two lesson studies
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 5 October 2022
Issue publication date: 3 November 2022
Abstract
Purpose
Combining empirical insights from two lesson studies (LSs), this research aims to investigate EnEFL (English as a foreign language) teachers’ development in understanding and practical skills regarding the recent national English curriculum reform in China. It also strives to incorporate students’ performance and perceptions in the evaluation of the effectiveness of these LSs and teachers’ development.
Design/methodology/approach
Two LSs were conducted in the same school with 3 years in between. Standardized procedures were followed in the two LSs, including pre-LS interviews, talk-lesson session, rehearsal lessons, and one public lesson. Triangulated data were collected from lesson plans, reflective journals, discussion notes, and interviews to probe into teachers’ learning and development. Students’ task performance and perceptions were analyzed to help reexamine the influence of teachers’ development on student learning.
Findings
The teachers in the two LSs encountered similar problems in both understanding and implementing the curriculum reform. The LSs helped them reach a contextualized understanding of the key concepts. Besides, developments were also seen in their instructional skills to adopt innovative methods and activities. The students’ task performance and perceptions endorsed the teachers’ efforts.
Originality/value
First, this research combines data from two standardized LSs at different periods of curriculum implementation in the Chinese EFL context, which provides insights into teachers’ difficulties and development regarding curriculum reforms on a longer timeline. Second, students’ performance and perceptions are included as important data sources to assess the effectiveness of the LSs and teachers’ development.
Keywords
Acknowledgements
The authors are thankful to the participant teachers and students and also the reviewers and editors for the constructive feedback. The authors would like to thank the university advisors and research assistances who participated in this project.
This study is part of a larger university–school collaboration research project aiming to facilitate high-school teachers’ development and implementation of the recent EFL curriculum reform in China.
Citation
Zhang, Y. and Luo, S. (2022), "Connecting EFL curriculum reforms with teacher and student learning: insights from two lesson studies", International Journal for Lesson and Learning Studies, Vol. 11 No. 4, pp. 318-330. https://doi.org/10.1108/IJLLS-06-2022-0073
Publisher
:Emerald Publishing Limited
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