Task design for highly educated newcomers: improvement and implementation through Lesson Study
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| Publicado en: | International Journal for Lesson and Learning Studies vol. 14, no. 5 (2025), p. 1-16 |
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Emerald Group Publishing Limited
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1108/IJLLS-08-2024-0180 |2 doi | |
| 035 | |a 3162017660 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Gök, Seyit Ömer |u Faculty of Arts, University of Groningen, Groningen, Netherlands | |
| 245 | 1 | |a Task design for highly educated newcomers: improvement and implementation through Lesson Study | |
| 260 | |b Emerald Group Publishing Limited |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a PurposeThis case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.Design/methodology/approachUsing LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.FindingsFindings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.Practical implicationsThis study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.Originality/valueThis study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts. | |
| 651 | 4 | |a Turkey | |
| 651 | 4 | |a Netherlands | |
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| 653 | |a Learning | ||
| 653 | |a Qualitative research | ||
| 653 | |a Higher education | ||
| 653 | |a Feedback | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Case studies | ||
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| 653 | |a English as a second language | ||
| 653 | |a Task-based language teaching | ||
| 653 | |a Design | ||
| 653 | |a Audio recordings | ||
| 653 | |a Self study | ||
| 653 | |a English for academic purposes | ||
| 653 | |a Psychology | ||
| 653 | |a Needs | ||
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| 653 | |a Implementation | ||
| 653 | |a Averages | ||
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| 653 | |a Newcomers | ||
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| 653 | |a Language Tests | ||
| 653 | |a Beginning Teachers | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Science Instruction | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Class Activities | ||
| 700 | 1 | |a Michel, Marije |u Center for Language and Cognition Groningen, Faculty of Arts, University of Groningen, Groningen, Netherlands | |
| 773 | 0 | |t International Journal for Lesson and Learning Studies |g vol. 14, no. 5 (2025), p. 1-16 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3162017660/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3162017660/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3162017660/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |