English as a Foreign Language (EFL) instruction in Kazakhstan has gained importance as the country aims to enhance global communication competencies. The rapid rise of digital media has highlighted the need for media literacy as a key educational objective. Studies show that integrating tools like open educational resources can improve students’ language skills, fluency, and independence, while fostering critical thinking and the ability to engage with media critically (Toleuzhan et al., 2025; Beikutova et al., 2024). Despite the recognized importance of intercultural communicative competence and culturally inclusive strategies, their consistent integration in teaching remains limited, requiring more teacher training and localized materials (Tazhitova et al., 2022; Nurgalynova, 2024). Efforts like the development of a Critical Media Literacy Scale offer reliable ways to assess and support critical reading and writing in EFL classrooms, providing a pathway for more effective and holistic approaches to language education (Demir & Akar, 2024).

Lesson study (LS), a collaborative professional development framework, offers a valuable approach to addressing this challenge. Originating in Japan, lesson study emphasizes systematic cycles of planning, observing, and reflecting on lessons, enabling teachers to refine their practices collaboratively (Dudley, 2014). This process promotes professional learning by encouraging teachers to reflect on their practices through joint planning, observation, and dialogue (Dudley & Vrikki, 2019). By focusing on cycles of research lessons, LS enhances both teacher and pupil learning, combining the review of current practices with reflective discussions to improve teaching and outcomes. While adaptable to various contexts, LS relies on maintaining its core structure to ensure effectiveness (Dudley, 2014). 

Lesson Study (LS) should be implemented in EFL classrooms to enhance teacher professional development, particularly in media literacy, by fostering collaboration, reflection, and adaptive teaching practices. Research demonstrates that LS provides a structured framework for reflective practice, helping teachers address classroom challenges and develop innovative methods (Yalcin Arslan, 2018; Hosseinnia, Gholami Domsky, & Rahimian, 2024). By encouraging cooperative learning and empowering teachers to adapt to student needs, LS has proven effective in improving both teaching strategies and learner outcomes in diverse EFL contexts (Wahyukti, 2017; Khokhotva & Elexpuru Albizuri, 2019). Additionally, LS facilitates the integration of student perspectives, enabling teachers to refine their approaches and better support learning (Coşkun, 2017). These findings suggest that LS is a valuable tool for enhancing teacher skills and integrating media literacy into EFL education (Yalcin Arslan, 2018; Hosseinnia et al., 2024; Wahyukti, 2017; Khokhotva & Elexpuru Albizuri, 2019; Coşkun, 2017).

This approach is particularly suited to integrating media literacy into EFL instruction, as it provides a platform for teachers to experiment with innovative strategies while reflecting on their effectiveness in real time (Yalcin Arslan, 2018).  Еhere is a noticeable gap in research connecting lesson study with the development of media literacy competencies, leaving questions about its efficacy in this area unanswered.

This research aims to investigate how collaborative lesson study supports EFL teachers in Kazakhstan in understanding and integrating media literacy concepts into their teaching practices. By examining how lesson study enhances teachers’ conceptual understanding and fosters the development of effective strategies, this study seeks to contribute to the growing body of literature on teacher professional development and media literacy integration. Therefore, in this paper, we formulate our research questions (hereinafter RQ) in this way:

RQ (1) How does participation in a collaborative lesson study influence EFL teachers' understanding and practices related to media literacy?

RQ (2) What specific strategies or practices do EFL teachers develop for integrating media literacy through participation in lesson study?

The research adopts a case study design to investigate how collaborative lesson study fosters the professional growth of English as a Foreign Language (EFL) teachers in Kazakhstan, with a specific focus on enhancing their media literacy skills. This approach is particularly suited for exploring the nuanced dynamics of teachers' collaboration within the bounded context of lesson study implementation. For the participating teachers, lesson study served as a novel and practical framework, offering hands-on opportunities to engage deeply with both teaching strategies and the development of media literacy. Through this case study, the research provides a detailed examination of the interactions, reflections, and practices that emerged during the process, contributing to a deeper understanding of the impact of collaborative professional development. This study employed multiple research instruments to explore how participation in collaborative lesson study influenced EFL teachers’ understanding and practices related to media literacy. The data collection methods were guided by established frameworks from prior research (Schmidt, 2013; Ngomba-Westbrook, 2013; Simons, 2017; Yeleussiz, 2024) to ensure methodological rigor and validity. Research Site Bolashak School, a pseudonym created in adherence to research ethics, is located in southern Kazakhstan and is a prestigious single-sex institution for gifted girls. With a 30-year history, the school is known for its selective admission process and commitment to academic excellence. It serves 365 students, providing a supportive learning environment with small class sizes and access to advanced technology, a comprehensive library, and modern facilities designed to foster academic and personal growth. The school employs 65 highly qualified teachers, including 10 dedicated English educators, highlighting its strong focus on language education to prepare students for global opportunities. Research participants A team of seven teachers was formed to conduct the study, which involved 15 students from Grade 7B. The research participants consisted of seven educators, representing diverse qualifications and professional backgrounds. Among them, two held the designation of pedagogue, two were pedagogue-moderators, two were pedagogue-experts, and one was a pedagogue-researcher, reflecting a broad spectrum of expertise within the group. Their teaching experience varied significantly, ranging from one year for a newer educator to seventeen years for the most experienced participant, with three participants having three years and two having twelve years of experience.

The analysis of all data collected in this research, including teachers' reflective journals, lesson observations, and collaborative discussions, revealed five key themes that illustrate how participation in collaborative lesson study influenced EFL teachers' understanding and practices related to media literacy. These themes are: enhanced understanding of media literacy, integration of practical strategies, increased student engagement, challenges and solutions, and role of global trends. Each theme encapsulates specific insights and practices that emerged as teachers engaged with media literacy through collaborative lesson study. The enhanced understanding of media literacy, highlights how teachers’ conceptualization of media literacy deepened throughout the process. This evolution included moving beyond analysis to include media creation, as evidenced by reflections such as, "Media literacy isn’t just about analyzing media, but also about creating it" (T1, T3, T4). Teachers noted a shift from theoretical knowledge to practical applications, with one teacher stating, "I realized how essential it is to equip students with skills to critically analyze and evaluate media" (T6). They also described a broader understanding of media literacy as encompassing both critical analysis and responsible content creation (T7). Participation in collaborative lesson study significantly influenced EFL teachers’ understanding and practices related to media literacy. Teachers gained a deeper, more practical understanding of media literacy, developed effective strategies for integrating it into their lessons, and observed increased student engagement through interactive, real-world activities. Although challenges such as limited time and resources persisted, lesson study provided a platform to address these issues collaboratively. The influence of global trends further shaped their teaching approaches, reinforcing the relevance of media literacy in today’s digital age.

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