The impacts of lesson study on EFL teachers’ collaborative skills among colleagues: a participatory action research in Injibara, Ethiopia

Purpose This study aims to examine the impacts of lesson study (LS) on English as a foreign language (EFL) teachers’ collaborative skills among their colleagues. Design/methodology/approach The study used a participatory action research design within a qualitative research approach. Three Grade 11 EFL teachers were selected comprehensively to collect data using interviews and observations. The data were analyzed qualitatively and cross-case thematic analysis was used in the data analysis process. Findings The findings of the study revealed that LS had remarkable impacts on EFL teachers’ collaborative skills among their colleagues. For instance, LS enabled EFL teachers to share practice knowledge, support each other mutually, perform tasks interdependently and work together collegially. The findings also disclosed that EFL teachers shared a sense of responsibility during the LS processes. Finally, LS enabled EFL teachers to participate in the LS group interactively. Thus, the study suggests that teachers’ professional development programs should focus on LS to enhance EFL teachers’ collaborative skills in the study setting. Practical implications This study provides a body of knowledge that LS develops EFL teachers’ collaborative skills in meaningful ways. Thus, interested researchers are invited to deeply investigate the impacts of LS on EFL teachers’ collaborative skills in wider scopes. Originality/value This study was originally conducted as a growing body of research on the developments of EFL teachers’ collaborative skills through LS in Ethiopian preparatory school EFL contexts.