LESSON PLANNING IN ENGLISH LANGUAGE TEACHING: A SYSTEMATIC REVIEW OF PEDAGOGICAL FRAMEWORKS, PRACTICES, AND IMPLEMENTATION CHALLENGES

作者

  • Qasserras Lhoussine Professor Dr., Hassan 1st University, Settat, Morocco American TESOL Academy, Rabat, Morocco

DOI:

https://doi.org/10.46827/ejel.v11i5.6998

关键词:

lesson planning, ESL, EFL, task-based language teaching, differentiation, teacher education

摘要

Lesson planning is a core aspect of teaching and learning English as a second or foreign language (ESL/EFL). However, research on lesson planning extends beyond the production of written lesson plans and encompasses the development of teachers’ ability to plan consistently, effectively and responsively. Literature broadly reflects four strands that are not always sufficiently interconnected: general planning components, skill-specific models, language-component models, and cross-cutting principles. This review pulls together these strands with a practical purpose: to identify the aspects of lesson-planning guidance that are backed by evidence and where important gaps exist. The search and screening process was guided by the PRISMA 2020 statement and resulted in the selection of 28 sources, mostly published after 2016, with independent verification of the bibliographic details of all the sources included. Selected literature was thematically synthesized based on planning components, frameworks, principles, obstacles, and prospects. The findings indicate that the technical aspects of lesson planning, such as the setting of learning objectives, the organization of language-skills lessons around pre-, while- and post-activity stages and the use of instructional frameworks such as Presentation-Practice-Production (PPP) and Task-Based Language Teaching (TBLT), are fairly well established. Differentiation, inclusion and the ongoing incorporation of technology are still more difficult. Teachers usually find the principles valuable, but they do not always implement them consistently. The evidence reviewed suggests that this inconsistency is due less to teacher knowledge deficits than to contextual and structural constraints such as large class sizes, limited training opportunities, lack of planning time, and institutional barriers.

##submission.authorBiography##

  • ##submission.authorWithAffiliation##

    Dr. Lhoussine Qasserras is a Professor of Applied Linguistics at Hassan First University, Settat, Morocco. He holds a PhD in Applied Linguistics, with a specialisation in quality education and teacher development. He also holds two master’s degrees: a Master of Business Administration (MBA) from Cardiff Metropolitan University, United Kingdom, and a Master of Education (M.Ed.) from Mohammed V University in Rabat, Morocco. Dr. Qasserras is an active researcher, teacher educator, and international trainer. He has authored and co-authored more than 20 research articles in the fields of education, English Language Teaching (ELT), and business. His research and professional interests include TESOL/TEFL, applied linguistics, quality education, teacher education, artificial intelligence in education, ICT, soft skills, gamification, and continuous professional development. His academic and professional engagement has a strong international dimension. He has participated in numerous international conferences, seminars, training programmes, and educational events in countries including Morocco, the United Kingdom, Finland, Spain, Greece, Romania, Bulgaria, Tunisia, France, Egypt, Turkey, and Qatar, among others. Through his teaching, research, training, and international engagement, Dr. Qasserras is committed to bridging the gap between educational research and professional practice, with particular emphasis on improving the quality of teaching, teacher education, and professional development in Morocco and beyond.

参考

Alghamdy, R.Z. (2023). English teachers’ perceptions of the role of lesson planning in classroom management. International Journal of Linguistics, 15(4), pp. 67–81. https://doi.org/10.5296/ijl.v15i4.21260.

Anderson, J. (2017). A potted history of PPP with the help of ELT Journal. ELT Journal, 71(2), pp. 218–227. https://doi.org/10.1093/elt/ccw055.

Asrori, M. and Setyaningsih, E. (2025). Mapping the terrain: EFL teachers’ acceptance of generative AI integration in lesson planning. Al-Ishlah: Jurnal Pendidikan, 17(2), pp. 2136–2146. https://doi.org/10.35445/alishlah.v17i2.6253.

Beckmann, T. and Ehmke, T. (2023). Informal and formal lesson planning in school internships: practices among pre-service teachers. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104249

Brown, H.D. and Lee, H. (2025). Principles of Language Learning and Teaching: A Course in Second Language Acquisition. 7th edn. New York: Routledge. Retrieved from https://www.routledge.com/Principles-of-Language-Learning-and-Teaching-A-Course-in-Second-Language-Acquisition/Brown-Lee/p/book/9781032794907

Bui, T.L.D. and Newton, J. (2022). Developing task-based lessons from PPP lessons: a case of primary English textbooks in Vietnam. RELC Journal, 53(1), pp. 203–215. https://doi.org/10.1177/0033688220912040.

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press. Retrieved from https://books.google.ro/books/about/Task_based_Language_Learning_and_Teachin.html?id=coO0bxnBeRgC&redir_esc=y

Gebremariam, H.T. and Weldeyohannes, M.Z. (2025). Cultivating students’ reading skills: inspiring reading comprehension and motivation through critical reading strategies. SAGE Open, 15(3). https://doi.org/10.1177/21582440251367189.

Harmer, J. (2015). The Practice of English Language Teaching. 5th edn. Harlow: Pearson Education. Retrieved from https://books.google.ro/books/about/The_Practice_of_English_Language_Teachin.html?id=Bbf2sgEACAAJ&redir_esc=y

Howard, K.B. (2023). Supporting learners with special educational needs and disabilities in the foreign languages classroom. Support for Learning, 38(3), pp. 154–161. https://doi.org/10.1111/1467-9604.12449.

Hu, B., Zhu, J., Pei, Y. and Gu, X. (2025). Exploring the potential of LLMs to enhance teaching plans through teaching simulation. npj Science of Learning, 10(1), pp. 1–12. https://doi.org/10.1038/s41539-025-00300-x.

Lammert, C. and Godfrey, V.C. (2025). How are elementary teachers prepared for lesson planning? A critical scoping review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2498867.

Lee, T.K. and Hung, A.C.Y. (2025). Implementing differentiated instruction through lesson study: reflections from Taiwanese EFL teachers. International Journal of Educational Research 133. https://doi.org/10.1016/j.ijer.2025.102720

Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. Hove: Language Teaching Publications. Retrieved from https://books.google.ro/books/about/The_Lexical_Approach.html?id=nNRZAAAAMAAJ&redir_esc=y

Mengistu, M.A., Worku, M.Y. and Melesse, T. (2023). Perceptions and practices of primary school English teachers in lesson study to improve their classroom practices. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2196906.

Movva, S., Alapati, P.R., Veliventi, P. and Maithreyi, G. (2022). The effect of pre-, while-, and post-listening activities on developing EFL students’ listening skills. Theory and Practice in Language Studies, 12(8), pp. 1500–1507. https://doi.org/10.17507/tpls.1208.05.

Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. Retrieved from https://www.cambridge.org/core/books/taskbased-language-teaching/0CA4599235DCF504DE221FF8D21409F0

Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71.

Qasserras, L., & Qasserras, M. (2023). Teachers’ Experiences with Using Online Games in EFL Classrooms: A Study of Moroccan Teachers. International Journal of Research Publication and Reviews, 4(4), 3043–3052. https://doi.org/10.55248/gengpi.4.423.36737

Qasserras, L. (2023). Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective. European Journal of Education and Pedagogy 4(6) pp.17-23. https://doi.org/10.24018/ejedu.2023.4.6.763

Qasserras, L., & Qasserras, M. (2023b). Gardner’s Theory’s Impact on English Language Teaching: A Constructive Analysis. European Modern Studies Journal, 7(1), 340 347. https://doi.org/10.59573/emsj.7(1). 2023.31

Qasserras, L. (2023). Beyond the Words: the Art and Science of Teaching Reading Interactively. European Journal of Education Studies, 10(12). http://dx.doi.org/10.46827/ejes.v10i12.5110

Rahmani, E.F. (2024). English teachers’ perspectives on the implementation of differentiated instruction in the classroom. Journal of English Teaching and Applied Linguistics, 6(1), pp. 29–36. https://doi.org/10.36655/jetal.v6i1.1649.

Richards, J.C. and Bohlke, D. (2011). Creating Effective Language Lessons. Cambridge: Cambridge University Press. Retrieved from https://www.abebooks.com/9781107912021/Creating-Effective-Language-Lessons-Jack-1107912024/plp

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching. 3rd edn. Oxford: Macmillan Education. Retrieved from https://books.google.ro/books/about/Learning_Teaching.html?id=oi73mQEACAAJ&redir_esc=y

Spada, N. (2022). Reflecting on task-based language teaching from an instructed SLA perspective. Language Teaching, 55(1), pp. 74–86. https://doi.org/10.1017/S0261444821000161.

Taufiqulloh, T., Nindya, M.A., Sulistyawati, A.E. and Sumekto, D.R. (2025). Investigating Indonesian EFL students’ writing strategies: a framework for self-assessment. Language Testing in Asia, 15, 51. https://doi.org/10.1186/s40468-025-00388-3.

Tosuncuoğlu, İ. (2017). ECRIF framework system. Journal of Education and Training Studies, 5(3), pp. 130–134. https://doi.org/10.11114/jets.v5i3.2175.

Willis, D. and Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press. Retrieved from https://books.google.ro/books/about/Doing_Task_Based_Teaching_Oxford_Handboo.html?id=ye2dBgAAQBAJ&redir_esc=y

Xie, C. and Lan, G. (2025). The effectiveness of task-based language teaching in improving communicative competence. International Journal of Advanced and Applied Sciences, 12(1), pp. 263–273. https://doi.org/10.21833/ijaas.2025.01.025.

Zhang, S. and Hasim, Z. (2023). Gamification in EFL/ESL instruction: a systematic review of empirical research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790.

##submission.downloads##

已出版

2026-09-09

期次

卷 11 期 5 (2026)

栏目

Articles

##submission.license##

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).