Lesson study at the foreign language university level in Japan

Bruce Lander (Kurume University, Fukuoka, Japan)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Publication date: 12 October 2015



The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level using the lesson study (LS) method at a university in Japan.


This paper introduces the three main theoretical concepts of blended learning, learner autonomy and technology in education before explaining the LS in full. Two groups of students were taught using almost identical syllabus. One group, the A group were taught using computer rooms for two semesters, while the other (B) group were taught in regular classrooms without computers for one semester then with computers for the following semester. The impact on the student and teacher will be discussed.


The findings of this study indicate that technology, in the form of a blended learning component added to a test-based curriculum, can enhance student test-scores, raise teacher and student awareness of technology and improve ability over a relatively short period.

Practical implications

This study emphasizes the power of technology in modern day education. Through blended learning methodology this study proposes that teachers in the modern age should adopt some form of technology into their teaching technique.


This paper is directed at teachers who are interested in integrating technology into their teaching techniques, through either computer aided or mobile assisted learning, but are slightly apprehensive in doing so. This study focuses on the introduction of an online and mobile digital flashcard tool called Quizlet. Very little literature exists in this field as the mobile application was only released in 2013.



Bruce Lander (2015) "Lesson study at the foreign language university level in Japan", International Journal for Lesson and Learning Studies, Vol. 4 No. 4, pp. 362-382

Download as .RIS


: https://doi.org/10.1108/IJLLS-02-2015-0007



Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.