INVESTIGATING THE INFLUENCE OF LESSON PLANNING PRACTICES ON CLASSROOM CLIMATE, LEARNER ENGAGEMENT, AND ACADEMIC ACHIEVEMENT IN EFL HIGHER EDUCATION CONTEXTS.
DOI:
https://doi.org/10.5281/Keywords:
lesson planning, classroom climate, academic achievement, institutional requirements, language objectives.Abstract
One of the most important aspects of the teaching process is lesson planning. Teachers can either make their own lesson plans based on the requirements and objectives of their students, or they can use an accepted template. Teachers are mostly expected to prepare themselves following the institutional template, though institutional requirements may fluctuate correspondingly. Neither way can identify teachers’ knowledge or teaching skill of teachers [1]. Lesson plans can be prepared in a variety of interactive ways. Nonetheless, the purpose of any or all tool and material utilization should be to enhance students' language proficiency and comprehension of the lesson. This study investigates how lesson planning affects three factors in EFL higher education contexts: academic accomplishment, learner engagement, and classroom atmosphere. These three factors can be significantly influenced significantly via improving lesson plan practices since relevant lesson planning might increase learning and teaching cooperation altogether.
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