Possibility of Application of Japanese Lesson Study to English Language Teaching in Benin

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(1)Title. Possibility of Application of Japanese Lesson Study to English La nguage Teaching in Benin. Author(s). HOUESSOU, G. M. John Israel; ISHIZUKA, Hiroki. Citation. 北海道教育大学紀要. 人文科学・社会科学編, 70(2): 53-64. Issue Date. 2020-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/11261. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（人文科学・社会科学編）第70巻第２号 Journal of Hokkaido University of Education（Humanities and Social Sciences）Vol. 70, No.2. 令和２年２月 February, 2020. Possibility of Application of Japanese Lesson Study to English Language Teaching in Benin HOUESSOU G. M. John Israel and ISHIZUKA Hiroki Department of English Education, Asahikawa Campus, Hokkaido University of Education. 日本の授業研究のベナンの英語教育への応用可能性ホエスージョンイズラエル・石塚博規北海道教育大学旭川校英語教育研究室. ABSTRACT This study intends to find out whether Lesson Study has an impact on English teaching as a foreign language in Benin’s educational system. Actually, English teachers in Benin are looking for suitable ways to improve their teaching abilities and, by doing so, to increase their learners’ proficiency of English. Taking into account the diffuse of Lesson Study in many countries over the world, this research examined the current English language teaching situation in Benin and how Lesson Study can be successfully adapted to Benin’s educational environment, and to do so, the authors analyzed the data collected by a survey targeting junior high school English teachers in Benin and compared it with the data gained from previous similar studies carried out on the impact of Lesson Study on English teaching in Japan. The results show that some EFL teachers in Benin do not have any professional training before starting the job and the use of Lesson Study will certainly help them be more efficient in doing their jobs and make their learners become more proficient than they are now. Furthermore, based on the results of the current research, it can be suggested that Benin’s government should organise training programs with Lesson Study for English teachers in Benin in possible collaboration with Japanese International Cooperation Agency.. 1.Introduction 1.1 English teaching situation in Benin. people are expected to have either BAPES (Foundation certificate of Professional Aptitude in Secondary Education) or CAPES (Certificate. English teaching job in Benin is offered to. of Professional Aptitude in Secondary. people with different profiles. To get the job,. Education) but in reality, many people become. . 53.

(3) HOUESSOU G. M. John Israel and ISHIZUKA Hiroki. teachers without holding either CAPES or. 1.2 Lesson Study. BAPES. “Less well qualified teachers are usually. In order to improve their educational systems,. employed in junior and senior secondary schools. many countries including African countries such. where CAPES or BAPES holders are. as Kenya, Tanzania and Zambia have adopted. insufficient or not available” (Coleman, 2013, p.. Lesson Study in their education systems.. 128). The majority of teachers recruited in the. “Lesson Study is a process in which teachers. last quarter century had no professional. collaboratively plan, observe, analyze and refine. preparation. This fact that Benin’s education is. a lesson called research lesson” (Lewis & Hurd,. dependent on mostly unqualified part-time. 2011). It originated in Japan and is actually. teachers gives rise to serious pedagogical and. spreading internationally. A research lesson is. management problems.. taught by one teacher and observed by others. Apart from the lack of training, the teachers. with whom the lesson was planned and, if. also have to teach large classes because of the. possible, in the presence of external observers. lack of both classrooms and teachers.. (more experienced teachers). A post-lesson. Furthermore, the learners do not always have. discussion among these teachers follows, aiming. the textbooks used in their classes because their. to improve the lesson plan, and, sometimes if. parents cannot afford to buy them. All those. necessary, the same lesson will be taught once. factors are likely to affect the teaching job. more by another teacher from the group. Lewis. seriously in Benin. As a solution to the problem,. (2002) describes Lesson Study Cycle as having. the government usually organizes periodical one. the following four phases:. day in-service training for all teachers in Benin. 1. Goal setting and planning. but the effects are still not perceptible yet. 2. Teaching and observing. because not all teachers attend those trainings. 3. Debriefing. and there is nothing used to check whether. 4. Re-teaching and Reflecting. they are effective or not. Concerning the lack of classrooms and teachers, the government is. Goal setting and Planning. trying to build more new classrooms and also to. Teachers determine a research theme based. recruit a certain number of qualified teachers. on the school long-term goals and they. every year. But still Beninese educational. collaboratively produce a lesson plan for the. system and particularly English language. research lesson using relevant materials.. teaching method needs to be improved in order to help learners be able to face their future. Teaching and observing. challenges, considering that “the majority of. The research lesson is taught by one teacher. international communication is done in English. while the other members of the group act as. within important areas such as politics,. silent observers, taking notes without. marketing and the financial world” (Höglin,. interacting with the learners.. 2002, p. 7). English is also used to communicate with other people whose first language is not French, the official language in Benin.. Debriefing Just after the teaching practice, the collaborative group meet and discuss the. 54.

(4) Application of Lesson Study to Teaching in Benin. evidence they have gathered. The objective of this discussion is not to blame the teacher who performed the lesson but to try to find together how to improve the lesson plan to make the lesson better.. 2.Review of Related Literature 2.1 Origin of Lesson Study Translated from the Japanese Kenkyu Jugyo, the term “Lesson Study” was first used in 1999 by Makoto Yoshida in his doctoral dissertation. Re-teaching and Reflecting. entitled Lesson study: A case study of a Japanese. A corrected version of the lesson plan is made. approach to improving instruction through. and the same process occurs once more.. school-based teacher development (Cited from. According to the Ministry of Education, Culture,. Takahashi & Yoshida, 2004, p. 8). The origins of. Sports, Science and Technology, the objectives. Lesson Study can be traced back to the early. of Lesson Study are as follows (Kambaru, 2015,. 1900s’ when study meetings about new teaching. p. 188):. methods took place in attached schools and. 1. I mprove the teaching abilities of each. private schools (Nakatome, 1984, p. 6). Lesson. teacher and maintain or improve the school’. Study was established as a strategy of in-. s standard of teaching quality.. service training by the middle of the 1960s. 2. E nhance mutual understanding among. (Fernandez & Yoshida, 2004, p. 19). It was first. teachers, and have them share a common. used by Mathematics teachers before being. goal for improving their teaching abilities.. expanded to other subjects like English.. 3. M ake teachers share their concerns, problems and challenges after observing pupils during other teachers’ lessons.. 2.2 Application of Japanese Lesson Study Lesson Study has been introduced in the. 4. Improve the teaching skills of each teacher. United States by Catherine Lewis who had. by learning excellent teaching methods and. conducted a lot research about it in Japan.. techniques for developing teaching. Lewis (2002) stated that Lesson Study is a. materials through observation of lessons,.. simple idea: if teachers want to improve instruction, just collaborate with fellow teachers. Due to the effect of Lesson Study on the. to plan, observe and reflect lessons.. quality of education in Japan, it has been. In Indonesia a study was conducted to. implemented in many countries such as in. explore the teachers’ perspectives on the use of. Europe, in United States and in some African. Lesson Study strategy to improve their quality. countries as stated above. Considering the. of teaching. The results revealed that “teachers. increasing interest in Japanese Lesson Study by. reacted positively and tried to adapt to the. foreign countries, Isoda (2007) even expresses. implementation of Lesson Study and were. his worries about the loss of its power, saying. always motivated to know the feedback from. that:. colleagues” (Copriady, 2013, p. 180).. “… moving outside of its own historical and. In the central province of Zambia, Lesson. cultural context may entail the loss of some of. Study of science was introduced as a pilot study. the powerful influences that shape and give. in 2003, and two years later it had been spread. direction to lesson study in Japan.” (p. 57). to all the 29 secondary schools. Nearly half of all. . 55.

(5) HOUESSOU G. M. John Israel and ISHIZUKA Hiroki. teachers in the country used this method. An. through careful lesson planning among. impact survey carried out after some years of. professionals (p. 3).. introduction of the Lesson Study revealed that. Van der Walt and de Beer (2016) researched. science teachers improved their teaching skills,. the effects of adapted Lesson Study in South. and at the same time, the students’ performance. Africa and found that Lesson Study has the. in the national examination increased compared. potential to facilitate the building of relationships. to schools where Lesson Study was not. between theory and practice as well as teachers’. implemented. The survey also revealed that. professional development.. heavy workloads of teachers and high pupil-. In Bangladesh, a study carried out by. teacher ratio were some of the hindering. Siddiquee and Kubota (2018) related to. factors.. implementing Lesson Study revealed that “time,. Thus the success of Lesson Study in Zambia. teachers’ workload, the lack of awareness of. had produced encouraging effect. It was not. professional development, and the examination-. confined only to Zambia, but teachers across. oriented culture rooted in the education system. Sub-Saharan Africa started to use Lesson. are the main challenges on implementing Lesson. Study. “Zambia’s experience along with other. Study” (p. 43).. countries’ experiences and achievements have. Bayram and Bikmaz (2018) carried out a pilot. led to the adoption of the practice in at least 21. study on the Lesson Study by EFL instructors. other Sub-Saharan African countries” (Jung et. in Turkish. The results showed that:. al., 2016, p. 10).. Issues with Lesson Study were mainly related. In Singapore, a study conducted on the. to feelings of anxiety, workload and. relationship between Lesson Study and the. conceptualizing the model. However, they also. instructional improvement revealed that “with. found that Lesson Study could contribute to. strong school support, Lesson Study could bring. professional development of instructors in. about continual instructional improvement and. certain aspects such as collaborative lesson. a sense of community among teachers even. planning, focusing more on students and. though its time-consuming nature can pose. improving time management skill (p. 313).. numerous challenges for teachers and schools” (Yanping & Lee 2007, p. 1).. The implementation of Lesson Study can face some difficulties, among which “the scheduling. As highlighted by Coenders and Verhoef. of meetings continues to be one of the most. (2018) in their research on professional. challenging aspects of this form of professional. development of teachers in the Netherlands,. development” (Hollingsworth & Oliver, 2005, p.. “Lesson Study contributes to both the beginning. 3).. and experienced teachers’ professional development” (p. 1). In the United States, Wolf (2005) observed. 3.PURPOSE OF THE STUDY. that in the United States, Lesson Study reached. Based on the previous studies especially. more than thirty of the fifty states and many. conducted in African countries, this study seeks. teachers were using this process to build. to examine the actual EFL teaching situation in. professional expertise and improve instruction. Benin Republic and the possibility of applying. 56.

(6) Application of Lesson Study to Teaching in Benin. Lesson Study to its educational system.. participants’ current teaching status. Items such. Accordingly, this paper intends to address the. as “It is difficult for me to teach only in English”. following questions:. and “I don’t have enough class materials” were included.. RQ1: What is the current EFL teaching situation. Part 3 (teacher’s professional development),. in Benin?. Questions 34 to 41, was used to investigate the. RQ2: How can Lesson Study be applied to Benin’. participants’ opinion and expectations about. s education system?. Lesson Study. They were asked questions like “Are you aware about Lesson study?” and “Would. 4.STUDY. you like to use Lesson Study to improve your teaching skill?”. To answer the aforementioned research. Part 4 (students’ performance), Questions 42. questions, a questionnaire survey was conducted. to 48, intended to investigate the students’. to English teachers in public and private. attitudes towards English. Items such as. secondary schools in Benin. On the other hand,. “Students have interest for English language” and. the results of similar research carried out in. “They are motivated to study English” were. Japan were collected for comparison.. included. A four-point Likert scale was used for the. 4.1 Participants The participants in this study were 40 Beninese English teachers. They were both. question items in Part 2 and 3 with 1 (completely disagree), 2 (somewhat disagree), 3(somewhat agree) and 4 (completely agree).. part-time and full-time English teachers in secondary schools. They have been chosen randomly from either public or private schools.. 4.3 Procedure The questionnaire was sent via internet to English teachers in Benin in October 2018. They. 4.2 Material. were given two weeks to send their answers. The questionnaire used in this study was. back to the authors. The original number of. made up of 48 questions items including items. participants was 140, but due to problems with. extracted from a previous study carried out in. internet access in Benin, 40 of them finally. Japan by Sakai et al. (Questions 16 to 33 and 42. responded in the required period of time.. to 46) and other items related to English teaching in Benin. It was divided into four parts.. 4.4 Treatment. Part 1 (personal information) was made up of 8. The answers collected from the 40. items which dealt with teachers’ personal. participants were numbered from 1 to 4. information such as gender, age, academic and. according to the scale mentioned above (Section. professional degrees, years of experience,. 4.2) and the averages were calculated for all the. position in school, number of students per class. answers except for the questions in part 1.. and the time to spend to prepare their lessons.. Firstly, the results were used to determine. Part 2 (present teaching status), Questions 9. the actual EFL teaching situation in Benin.. to 33, aimed at collecting information about the. Secondly, the results were compared to the. . 57.

(7) HOUESSOU G. M. John Israel and ISHIZUKA Hiroki. answers to a similar study carried out earlier in Japan by Sakai, Takagi, Shigematsu, and Kudo (2015). If the difference of 0.5 or over was found in the answers between the two countries, the authors regarded it as significant.. 5.RESULTS Figure 1 shows the ratio of participants’ difference in teaching qualification. BAPES is the professional certificate required to teach in secondary school (first level) and CAPES is required to teach in secondary school (second. Figure 3. Number of students per class. level) in Benin. Figure 2 displays the participants’ teaching experiences by the number of years of teaching with or without any professional degree. Figure 3 shows the average number of. Figure 4. Teachers’ readiness to use Lesson Study. students in classes conducted by the Figure 1. Teachers’ professional qualification. participants. Those data were collected from the answers to Questions 4, 5 and 7 in Part 1 of the questionnaire. Figure 4 shows the distribution of the participants’ answers to Question 38, which are related to their readiness to use Lesson Study for their in-service training. The questions in Part 2, 3 and 4 were included to reveal the differences or similarities in EFL teaching between Benin and Japan. Figure 2. Teachers’ professional experience. 58. except for questions asked only to English.

(8) Application of Lesson Study to Teaching in Benin. teachers in Benin (Questions 9 to 15; 34 to 41 and 47, 48). These questions were to collect data related to their current teaching practices, their knowledge and expectations about Lesson Study and their opinion about their students’ performance in English. Table 1 shows answers to the above questions with wide differences between EFL teachers in Benin and Japan, while Table 2 shows answers with little difference between them. Table 3. Table 1 Differences in EFL Teaching Between Benin and Japan No.. Questions. Benin Japan. I ask students their impressions 16 3.23 about the lesson.. 2.44. I record my class and watch it 19 1.39 later.. 0.36. I don’t have enough time during 2.08 the school year.. 1.38. My English-speaking ability is 22 2.02 low.. 2.66. It is difficult for me to teach only 2.10 in English.. 1.14. I don’t have enough time to 24 2.07 prepare every lesson.. 3.01. I don’t have enough class 25 2.92 materials.. 1.59. I don’t like teaching low level 27 2.25 students.. 1.54. It is difficult for me to develop 28 students’ communication ability 2.25 and get them ready for exams.. 2.94. It is difficult for me to control 1.87 class.. 0.77. 21. 23. 29. Table 2 Similarities in EFL Teaching Between Benin and Japan No.. Questions. Benin Japan. 17. I give opportunity to students to 2.95 express their opinion in English.. 3.29. 18. I talk with other colleagues 3.26 about my class.. 3.10. 20. I show the video in workshop 1.41 and discuss it.. 1.68. 26. I can’t find effective teaching 2.52 ways.. 2.41. 32. I make students practice 3.44 pronunciation.. 3.84. 33. I give positive feedback to 3.50 students.. 3.56. 43. Students understand English 2.78 grammar.. 2.37. 44. Students have interests in 3.21 English language.. 3.72. 45 They like speaking English.. 2.91. 3.04. Table 3 Applicability of Lesson Study in Benin No.. Questions. Yes. No. 9. I am planning lessons in group.. 62.5% 37.5%. 10. (If yes) Planning lessons in 61% group is beneficial.. 39%. 39. I would like to improve my 96% teaching skill.. 4%. 40. If yes, I can deliver a lesson in 96.5% 3.5% front of some observers.. I will be glad to receive feedback 41 on my conducted class from 97% colleagues.. 3%. displays answers to the questions asked only to the Benin teachers in order to find out how. I translate words or sentences 30 f r o m E n g l i s h t o F r e n c h / 1.95 Japanese.. 2.73. I explain grammatical rules in 31 1.72 French/Japanese.. 3.84. 42. Students have difficulties to 2.82 memorize English words.. 1.57. 46. Students are motivated to study 3.13 English.. 1.87. Lesson Study can be applied to Benin’s education system.. . 59.

(9) HOUESSOU G. M. John Israel and ISHIZUKA Hiroki. 6.DISCUSSION 6.1 RQ1: What is the current EFL teaching situation in Benin?. vocabulary or grammatical rules while the Benin teachers are not officially allowed to do the same in French. Many Japanese EFL teachers believed that. The study revealed that among English. they don’t have enough time to prepare every. teachers in Benin, 30% have BAPES, 38% have. lesson compared to Beninese teachers (Question. CAPES, and 32% are teaching without any. 24). This may be related to their workload.. professional degree (Figure 1). This means that. Compared to Japanese EFL teachers, many. they are not accustomed to lesson planning or. teachers in Benin confessed that they don’t like. classroom management (Table 1). As mentioned. to teach low level students (Question 27) and. by Perraton, Creed, and Robinson (2002), “many. that it is difficult for them to control the class. teachers in developing countries are untrained. (Question 29). This can be explained by the fact. or unqualified, or teaching subjects in which. that a considerable number of the teachers in. they are neither qualified nor trained for” (p.. Benin (especially part-time teachers) start. 112).. teaching English with no prior professional. Despite the fact that some of them are not. training.. qualified to teach, they have been recruited to. Finally, there is a wide difference between. fill vacant positions in schools where there are. Beninese and Japanese teachers concerning. not enough teachers. According to teachers who. their opinions about their students’ interest in. are recruited to fill the vacancies in schools. English. More teachers in Benin believe that,. should be willing to develop their skills from. even though the students have difficulties to. time to time.. memorize English words, they are motivated to. The data collected also demonstrates that EFL teachers in Benin have usually many (more than 50) students in their classes (Figure 3).. study English than Japanese teachers do. On the other hand, the study revealed certain similarities between the two countries (Table2).. The comparison of the answers with those of. For example, in both countries, the teachers. Japanese EFL teachers revealed some. give opportunities to students to express their. differences as shown in Table 1.. opinions in English (Question 17). They also. The answers to Question 16 show that. talk with their colleagues about their classes. Japanese EFL teachers do not ask the students. (Question 18), make students practice. their impressions about the lesson as much as. pronunciation (Question 32) and give them. the Beninese teachers do.. positive feedback (Question 33).. Many Japanese teachers believe that their. Finally, the EFL teachers in both countries. English-speaking ability is low compared to. are doubtful about their students’ understanding. Beninese teachers (Question 22). This may. of English grammar (Question 43) but admit. explain why most EFL teachers in Japan use. that they are interested in learning the language. Japanese language during their lessons. This is. (Question 44).. confirmed by the Japanese teachers’ responses to question 30 and 31, which demonstrates that they rely on Japanese language to explain. 60.

(10) Application of Lesson Study to Teaching in Benin. 6.2 RQ2: How can Lesson Study be. teachers’ professional development. By adapting. applied to Benin’s education system?. Lesson Study to Benin’s environment, the. The fact that the majority of Beninese. government will certainly find a solution to the. teachers are willing to improve their teaching. current teacher training difficulty that it is. skills (Question 39) and are ready to use Lesson. facing. The participant’s enthusiasm about. Study to reach that goal (Figure 4) means that. Lesson Study will certainly make its application. Beninese EFL teachers can use Lesson Study as. easier and have a positive impact on the. in-service training.. teachers and students’ performances in the. Actually, more than half of Beninese. coming years. Despite the fact that it originated. participants in this study are planning lessons in. in Japan, the benefits of Lesson Study in. group (Question 9) and almost all of them. different countries’ educational systems have. agreed that planning lessons in group is. already been demonstrated by other studies and. beneficial (Question 10). This means that most. can serve as foundations for its implementation. of the EFL teachers in Benin will accept to plan. in Benin. Lewis and Tsuchida (1998) identified. lessons in collaboration with their colleagues as. a number of ways in which Lesson Study can. it should be done during the first phase of. contribute to the improvement of Japanese. Lesson Study.. education. One teacher interviewed described. Also, most of the participants in the study can. the impact of Lesson Study as follows:. think they can deliver a lesson in front of some. “Research lessons help you see your teaching. observers (Question 40). If so, the second phase of Lesson Study, which consists in teaching the. from various points of view …. A lesson is like a swiftly flowing river; when you’re teaching. research lesson in front of the other members,. you must make judgements instantly. When. can easily be carried out by them.. you do a research lesson, your colleagues write. Furthermore, the study revealed that almost. down your words and the students’ words.. all of them will accept to receive feedback on. Your real profile as a teacher is revealed to. their classes from their colleagues (Question. you.” (p. 15). 41). This means that the third phase. In fact, we believe that more research studies. (debriefing) of Lesson Study can be carried out. need to be carried out to find out the. in Benin, too.. appropriate way of adapting Lesson Study to. These findings suggest that in general Lesson. Benin’s educational system.. Study can be carried out in Benin as is. But, for the time being, it can be suggested . conducted in Japan from “goal setting and. that in collaboration with Japanese International. planning” phase to, at least, the “debriefing”. Cooperation Agency, the Beninese government. phase.. can initiate the training of a certain number of teachers who, in turn will train their colleagues. 7.CONCLUSION The results of the current study suggest that the implementation of Lesson Study in Beninese educational system will have good impacts on. in Lesson Study practice.. REFERENCES Bayram, I., & Bikmaz, F. (2018). Exploring the lesson. . 61.

(11) HOUESSOU G. M. John Israel and ISHIZUKA Hiroki. study experience of EFL instructors at higher. Gutierez, S. (2015). Collaborative professional learning. education: A pilot study. Journal of Qualitative. through Lesson Study: Identifying the challenges of. Research in Education, 6⑶, 313-340.. inquiry-based teaching. Issues in Educational. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.. Research, 25⑵, 118-134. Höglin, R. (2002) Engelska språket som hot och tillgång i Norden, Nordiska ministerrådet, København. Chassels, Caroline & Melvine, W. (2009). Collaborative,. Hollingsworth, H. & Oliver, D. (2005). Lesson study: A. reflective, and iterative Japanese Lesson Study in an. professional learning model that actually makes a. initial teacher education program: Benefits and. difference. 2005 MAV Conference. 168-175.. challenges. Canadian Journal of Education, 32⑷, 734763. Chiew, Chin, M.; Mohd, H. D., & Lim, C. S. (2016). Issues. Melbourne: MAV. Hounhanou, A. (2017). Examining the way Benin EFL part-time teachers conduct their teaching, learning. relating to the implementation of lesson study in the. and evaluation processes. Journal of Applied. Malaysian education context. IOSR Journal of. Linguistics and Language Research, 4⑶, 37-50.. Research & Method in Education, 6⑶, 77-85. Coenders, F. & Verhoef, N. (2018). Lesson study: professional development for beginning and. Isoda, M. (2007). Where did Lesson Study begin and how far it has come? Japanese Lesson Study in Mathematics, Singapore: World Scientific. 5-11.. experienced teachers. Professional development in. Jung, H., Kwauk, C., Nuran, A., Robinson, J., Schouten, M.,. Education. Retrieved from https://doi.org/10.1080/. & Tanjeb S. (2016). Lesson Study: scaling up peer-to-. 19415257. 2018.1430050. peer learning for teachers in Zambia. The Brookings. Coleman, H. (2013). The English language in Francophone West Africa. The British council. Copriady, J. (2013). The implementation of Lesson. Institution. Retrieved from https://www.globaldeliveryinitiative.org/sites/ default/files/case-studies/db_lessonstudy_v4.pdf. Study programme for developing professionalism in. Kambaru, A. (2015). A case study of school-based. teaching profession. Asian Social Science, 9⑿ , 176-. Lesson Study at a Japanese Public Elementary School. 186. Retrieved from http://dx.doi.org/10.5539/ass.. for foreign language activities. The Tsuru University. v9n12p176. Review, 81⑴, 187-196.. Coskun, A. (2017). The application of Lesson Study in. Lewis, C., & Tsuchida, I. (1998). A lesson is like a. teaching EFL. Inonu University Journal of the Faculty. swiftly flowing river: How research lessons improve. of Education, 18⑴, 151- 162.. Japanese education. Improving schools, 2⑴, 48-56.. Doig, B. & Groves, S. Japanese Lesson Study: Teacher. Lewis, C. (2002). Lesson study: A handbook of teacher-. professional development through communities of. led instructional change. Philadelphia, PA: Research. inquiry. Mathematics Teacher Education and. for Better Schools.. Development (MTED), 13⑴, 77-93. Fernandez, C. (2002). Learning from Japanese approaches to the development: The case of lesson study. Journal of Teacher education, 53⑸, 393-405.. Lewis, C., Perry, R. & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 61⑸, 18-23. Margono. (1999). Metode Penelitian Pendidikan, Jakarta: Rineka Cipta.. Fernandez, C. & Chokshi, S. (2002). A practical guide to. Nakatome, T. (1984). Konai Kenshu o Tsukuru: Nihon. translating lesson study for a U.S. setting. Phi Delta. no Konai Kenshu Keiei no sogoteki kenkyu. Kappan. 84⑵, 128-135.. ［Developing Teacher training in School: a. Fernandez, C. & Yoshida, M. (2001). Lesson study as a. comprehensive study of management of Teacher. model for improving teaching: Insights, challenges and. Training in Japanese School］. Tokyo: Eidell. a vision for the future. Eye of the storm: Promising. kenkyusho.. practices for improving instruction. Retrieved from. Perraton, H., Creed, C., & Robinson, B. (2002). Teacher. http://www.c-b-e.org/PDF/EyeoftheStormFernandez.. education guideline: Using open and distance learning:. pdf. Technology, curriculum, cost, evaluation. Paris:. Fernandez, C. & Yoshida, M. (2004). Lesson Study: a Japanese approach to improving mathematics teaching and learning. Abingdon: Routledge.. 62. UNESCO. Pjanic, K. (2014). The origins and products of Japanese Lesson Study. Teaching Innovations, 27⑶, 83-93..

(12) Application of Lesson Study to Teaching in Benin. Rock, T. & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32⑴, 77-92.. junior high schools in Benin, clarifying daily teaching practices and awareness about education. ØAs it is an anonymous questionnaire, please do not. Sakai, H., Takagi, A., Shigematsu, Y., & Kudo, Y. (2015). Chūkō no Eigoshidou ni Kansuru Jittai Chōsa 2015 ［A survey on the Actual Situation of English Teaching in Junior High and High School 2015］. Benesse Educational Research and Development Institute.. write your name, address, etc. ØPlease circle the correct number or tick (√) the right box. ØPlease, do not think too much and answer according to your understanding.. Retrieved from https://berd.benesse.jp/global/ research/detail1.php?id=4776. Part I: Personal information. Sally, B., Gutierrez. (2015). Collaborative professional learning through lesson study: Identifying the. 1- My gender is :. challenges of inquiry-based teaching. Issues in. Male Female. Educational Research, 25⑵.. 2- I am ………… years old. 20–30 40–50. Sam, L. C. (2003). Lesson study: Enhancing teacher’s language proficiency through collaborative processes.. 30–40 50–60. FLTC ETeMS Conference 2003: Managing Curricular. 3- My academic degree is:. Change.. Bachelor degree Master degree. Siddiquee, M. N., & Kubota, K. (2018). Issues in. 4- My professional degree is:. implementing lesson study in Bangladesh context.. None BAPES CAPES. Bulletin of Faculty of Informatics, Kansai University,. 5- I have been teaching English for:. 47⑴, 43-54. Retrieved from http://hdl.handle.. 0–5 years 5–10 years more than 10 years. net/10112/13000. 6- My position in my school is:. Takahashi, A., Yoshida, M. (2004). Ideas for Establishing Lesson-Study Communities, Teaching Children Mathematics, 10⑼, 436-443. Van der Walt, M., & de Beer, J. (2016). The affordances. Full time teacher Part time teacher 7- There are about ………… students per class. less than 10 41~50 11~20 31~40. of adapted lesson study in South Africa - two cases.. 21~30 more than 51. South Africa: North-West University.. 8- I spend about ………… to prepare each lesson. less than 1 hour 3 to 4 hours. Wakhid, N. & Dian, N. (2016). The implementation of Lesson Study in English language teaching: A case. 1 to 2 hours more than 4 hours. study. Dinamika Ilmu, 16⑵.. 2 to 3 hours. Wolf, J. (2005), Lesson Study in the United States. Singapore: Nanyang Technology University.. Part II: Present teaching status. Yanping, F. & Lee, C. (2007). Lesson study and instructional improvement in Singapore. NIE Research. 9- I am planning lessons in group.. Brief, 10⑴. Retrieved from https://www.nie.edu.sg/. 10- (If yes) Planning lessons in group is beneficial.. docs/default-source/nieresearch/nie_research_. 11- I have confidence in English.. brief_10_001.pdf?sfvrsn=2. 12- I am a skillful teacher.. Yoshida, M. (1999). Lesson study: A case study of a. 13- I think students are enjoying my lessons.. Japanese approach to improving instruction through. 14- I am satisfied with the way I teach English.. school-based teacher development. Doctoral. 15- I use Japanese/French when I teach English. dissertation, University of Chicago: IL.. lessons. 16- I ask students their impressions about the lesson.. APPENDIX Questionnaire This questionnaire is addressed to teachers who are in charge of teaching foreign language (English) at. 17- I give opportunity to students to express their opinion in English. 18- I talk with other colleagues about my class. 19- I record my class and watch it later. 20- I show the video in workshop and discuss it.. . 63.

(13) HOUESSOU G. M. John Israel and ISHIZUKA Hiroki. 21- I don’t have enough class time during the school year. 22- My English-speaking ability is low. 23- It is difficult for me to teach only in English. 24- I don’t have enough time to prepare every lesson. 25- I don’t have enough class materials. 26- I can’t find effective teaching ways. 27- I don’t like teaching low level students. 28- I t i s d i f f i c u l t f o r m e t o d e v e l o p s t u d e n t s ’ communication ability and get them ready for exams at the same time. 29- It is difficult for me to control class. 30- I translate words or sentences from English to French/Japanese. 31- I explain grammatical rules in French/Japanese. 32- I make students practice pronunciation. 33- I give positive feedback to students. Part III: Teacher development 34- I know how to improve my teaching skill. 35- Are you doing something to improve your teaching skill? Yes No 36- Are you aware about Lesson Study? (Lesson Study is a kind of teaching reflection conducted among teachers.) Yes No 37- Have you ever experienced Lesson Study? Yes No 38- I would like to use Lesson Study to improve my teaching skill if I know more about it. 39- I would like to improve my teaching skill. 40- If yes, I can deliver a lesson in front of some observers. 41- I will be glad to receive feedback on my conducted class from colleagues. Part IV: Students’ performance 42- Students have difficulties to memorize English words. 43- Students understand English grammar. 44- Students have interests in English language. 45- They like speaking English. 46- They are motivated to study English. 47- They understand the lesson when the teacher speaks only English. 48- Students’ level in English is very low.. 64. （ホエスージョンイズラエル旭川校教員研修生）（石塚博規旭川校教授）.

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