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Direct linkSeyit Ömer Gök; Marije Michel – International Journal for Lesson and Learning Studies, 2025
Purpose: This 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/approach: Using LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly…
Descriptors: Communities of Practice, Language Teachers, English for Academic Purposes, Faculty Development
