Review and Implications of Lesson Study of English Language Teaching in China

Lesson study, as a classroom-rooted professional development pathway for teachers, has received widespread attention in China in recent years. Employing content analysis methodology, this study attempts to synthesize and critique the literature from research trends, research themes and research methods on Chinese lesson study of English Language Teaching (ELT) over the past two decades (2004-2024) via CNKI (China National Knowledge Infrastructure). The findings reveal that: (1) Concerning research trends, ELT lesson study has demonstrated a three-phase upward trajectory over two decades, progressing from initial neglect (2004-2011) through emergent growth (2012-2019) to rapid expansion (2020-2024), yet high-quality publications remain limited with significant potential for development. (2) Regarding research themes, studies on different types of lesson have dominated, though student learning and teacher development research have risen notably in recent years. (3)Methodologically, empirical research has prevailed, primarily using qualitative approaches. This study outlines the prospects of lesson study in English teaching, providing new insights to generate higher-quality research outcomes.