Abstract

THE EFFECT OF LS APPROACH ON IRAQI EFL INTERMEDIATE SCHOOL PUPILS’ ACHIEVEMENT

Rafal Lateef Jasim, Bushra Sadoon Al-Noori

Volume: 10 Issue: 3 2020

Abstract:

Pupils’ achievement, in English language teaching-learning, considers the most important goal that should be achieved in the educational process, also it is the major matter that should be taken into consideration by educators, academics, and teachers. Unfortunately, Iraqi pupils’ achievement in English language is weak, undeveloped and under the average in comparison to their achievement in other school subjects and that may be attributed to many different issues which need solutions. Therefore, the current study aims to improve the pupils’ achievement by utilizing the LS Approach (Lesson Study Approach) in teaching English language and to investigate its effects on pupils' achievement. To achieve the aim of this study, and its hypothesis, the randomized samples have been selected which consist of (61) pupils, from intermediate female school from , divided into two groups, the experimental group consists of (31) pupils which are taught by the LS Approach and the control group consists of (30) pupils to be taught conventionally. The achievement post-test (written – oral) has been considered the instrument of the experiment in this study which it is given at the end of the experiment, and the result indicates that there is a statistical significance difference between the experimental and control group in the post-test, therefore, the effect size of the LS Approach is of high effect for the experimental group in the dimensional achievement test and this confirmed the beneficial and positive effect of the LS Approach in improving Iraqi pupils’ achievement in English language teaching and learning process.

DOI: http://doi.org/10.37648/ijrssh.v10i03.020

Back Download

References

• Brown, J. and Rodgers, T. (2002). Doing Second Language Research. Oxford University Press.
• Desai P., 1986; Soviet Growth Retardation, American Economic Review, Papers and Proceedings; 67: 175-180.
• Edward B. FISKE, (2000). Assessing learning achievement, printed in France, & published by UNESCO for the INTERNATIONAL CONSULTATIVE FORUM ON EDUCATION FOR ALL.
• Elipane, L.E. (2012). Integrating the essential elements of Lesson Study in pre-service mathematics teacher education, IND skriftserie 27, Copenhagen: Department of Science Education.
• Isoda, M., 2007. A brief history in mathematics Lesson Study in Japan. In: M. Isoda, Y. Ohara, and T. Miyakawa, eds. Japanese Lesson Study in mathematics NJ: World Scientific.
• Lewis, C. (2002). Lesson Study: A Handbook of Teacher Led Instructional Change. Philadelphia: Research for Better Schools.
• Murata, A. (2011). Introduction: Conceptual Overview of Lesson Study. In L. Hart, A. Alston, & A. Murata (Eds.) Lesson Study Research and Practice in Mathematics Education, pp. 3-12. Dordrecht: Springer.
• Richards, J. and Rodgers, T.S. (2014) Approaches and Methods in Language Teaching. New York: Cambridge University Press.
• Sarkar Arani, M. R. & Fukaya, T. (2009) Learning beyond Boundaries: Japanese Teachers Learning to Reflect and Reflecting to Learn, Child Research Net, [Online] from, http://www.childresearch.net/RESOURCE/RESEARCH/2019/ARANI.HTM.
• Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the worldʹs teachers for improving education in the classroom. New York: Free Press.
• Takahashi, A., & Yoshida, M. (2004). How Can We Start Lesson Study? Ideas for establishing Lesson Study communities. Teaching Children Mathematics, 10 (9) pp. 436-443. DOI 10.1007/s10857-009-9102-7.
• Watanabe, T. (2002). Learning from Japanese Lesson Study. Educational Leadership, 59(6) pp. 36-39.
• Thompson &Wyatt, (1952). Teaching of English in India Vol.8.pg.8 Madras, Oxford University Press. Darling-Hammond, R. C. Wei, A. Andree, N. Richardson, and S. Orphanos, Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad (Washington, DC: National Staff Development Council, 2009); Yoon, T. Duncan, S. W.-Y. Lee, B. Scarloss, and K. Shapley, Reviewing the evidence on how teacher professional development affects student achievement (Washington, DC: U.S. Department of Education, 2007)