Integration of lean method in English language teaching and learning: A new perspective for elt methodology

The purpose of the study is to describe the lean method and to discover the extent to which it can be integrated into English language teaching and learning processes or not and regarding its effects. Through applying a lean methodology to the teaching processes, additionally the teachers can eliminate reasons that do not add value and are thus wasteful, and they can focus their efforts on the advancement of teaching and learning. By applying the lean principles and techniques developed in the industry, educators can refine the content, pedagogy, organization, and assessment methods employed in their accounting courses to help and ensure that students gain the knowledge and skills that will make them most desirable to students. Lean can be taught throughout several methods and tools, such as readings and class discussion, game- and simulation-based methods, and the open forum method. The readings and discussion method present students with the opportunity, and even the obligation, to express their Point of view on certain issues, requiring the students to think critically on the subject and use logic to evaluate others' positions through open and active participation. Some of the benefits of using readings and discussion as a learning method are that it helps students to explore and analyze a variety of perspectives, it increases their intellectual quickness and teamwork habits; it develops students' combination and integration skills, and it leads to transformation (Bonwell&Eison, 1991). When applying lean production to learning, we should first identify the process and then maintain focus on what adds value (i.e., student improvements), empower students to do CI (continuous improvement), eliminate what does not add value through Kaizen (brainstorm alternatives and identify a hypothesis to test), conduct PDCA (develop an experimental plan, carry out the plan or do it and then check for results and adjust accordingly), and make a team work to support and share with each other. To apply lean thinking and to create a lean culture classroom, the classroom should first be organized; thereafter, visual sheets should be managed, pre-planning must be done, takt-time should be established, and work should be standardized by creating syllabi and schedules and associated materials. Other classroom tools must be available as well, such as Pareto charts, and weekly quality assessments. A lean classroom means respect for individuals to empower students for CI, high expectations, and continuous feedback and communication. It also provides them with a safe environment, which means learning and solving the problem, experimentation, and no blaming (Ziskovsky, 2012). To fulfill this objective, a research question has been approved as a data collection instrument in this descriptive study, a 35 item questionnaire was administered to English preparatory school student at Duhok city and an interview was conducted with twelves students with different levels in Sabis International School. In the first phase of the study lean learning strategies Questionnaire consisting of 35 items was piloted to 50 students from one level of the students to test the validity and reliability of the questionnaire as a preliminary study. The split-half and Alpha reliability were used to measure the reliability of the questionnaire. The split-half reliability coefficient was calculated to be 0,80 which was defined to be reliable for Likert-type attitude scales Quantitative data was analyzed by calculating the frequencies and percentages of each item of the questionnaire response. The data was analyzed by using frequencies, percentages, mean, correlation, linear regression, and ANOVA. The frequency and the percentage of the male participant in the data is (340), (54.7) while the frequency and the percentage of female participant is (282), (45.3). Besides, the frequency and percentage of the participant who take (1-5) years is (182), (29.2), (5-10) years is (219), (35.2), (10-15) years is (221), (35.5). The data showed that the student of Sbis International School in Duhok city can use lean learning strategies, in sum the results indicated that the use of the strategies by overall students stays within the scope of high frequency (3.5-5.0) and moderate use (2.5-3.4). So, according to the results, there was not low frequent use of any of the strategies (1.0-2.4). In addition, the overall average reported frequency of strategy use was 3.2. Moreover, the descriptive statistics indicated that the male learners employed language learning strategies more frequently (average=3.3) than the female learners (average=3.2) One can conclude that male students use lean learning strategies more than female student do. The value of (F) is 2.479, which reflects the dependency to be at significant levels (>0.01 at the level of 1%). Rendering to this model, duration of taking English (b = 1.534, p= .116 p > .01) is statistically not significant predictor of learning lean method. Value of T which is (27.87> .01) and the Value of P (.000) reveals the descriptive factor of gender effect on learning lean method as statistically significant. Besides, all the values in the regression model come out to support the view that gender is effective in the use of learning the lean method. The result also indicates that the duration of taking English does not significantly effect on learning and using lean learning strategies as it reveals in ANOVA analysis. In conclude, the result showed that when student get older and takes more English course, the more learning lean methods they apply in learning language Keywords: Lean, English Language Teaching, Lean Strategies, Lean Methods, Academic Achievement.