Abstract :
The Lesson Study project has gained popularity among teacher training centers and education offices. In the recent years, a new improvement movement has been started to focus on Lesson Study, so a base of secretariat has been founded and it was tried to expand this project in the country (Iran) and share the findings. Following this project, it was tried to study the lesson study’s effect on teachers’ perception of teaching speaking based on CLT. The present study was a quasi-experimental study with pretest and posttest design. To gather information about teachers’ perception of CLT and teaching speaking based on CLT, a questionnaire was designed by the researcher, and a pilot study was done to check its reliability. During lesson study project, the sample did lesson planning for Prospect book (English Book from Education Publication of Iran), presented their teaching in the workshops context, presented their teaching in the classroom context (at Allameh Helli school, Ahar), and observed the teaching team’s teaching. Then in a workshop, the observer and presenter teams reviewed the observation process and all of the teachers gave their technical and comments about the observation. Later, teaching phase was done in order to see the effectiveness of the suggestions. At the final workshop, teachers presented and documented their findings and conclusion about how to teach speaking based on CLT. Before and after this project, the participants’ teachers’ perception of teaching speaking were gathered and compared to each by running paired samples t-test. The results of this test lead to the finding that lesson study has positive effect on Iranian EFL teachers’ perception of teaching speaking based on CLT. The findings from this project can be very practical and useful for teachers and any whom involved in teacher training.
