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Pupils’ achievement, in English language teaching-learning, considers the most important goal that should be achieved in the educational process, also it is the major matter that should be taken into consideration by educators, academics, and teachers. Unfortunately, Iraqi pupils’ achievement in English language is weak, undeveloped and under the average in comparison to their achievement in other school subjects and that may be attributed to many different issues which need solutions. Therefore, the current study aims to improve the pupils’ achievement by utilizing the LS Approach (Lesson Study Approach) in teaching English language and to investigate its effects on pupils' achievement. To achieve the aim of this study, and its hypothesis, the randomized samples have been selected which consist of (61) pupils, from intermediate female school from , divided into two groups, the experimental group consists of (31) pupils which are taught by the LS Approach and the control group consists of (30) pupils to be taught conventionally. The achievement post-test (written – oral) has been considered the instrument of the experiment in this study which it is given at the end of the experiment, and the result indicates that there is a statistical significance difference between the experimental and control group in the post-test, therefore, the effect size of the LS Approach is of high effect for the experimental group in the dimensional achievement test and this confirmed the beneficial and positive effect of the LS Approach in improving Iraqi pupils’ achievement in English language teaching and learning process.

THE EFFECT OF LS APPROACH ON IRAQI EFL INTERMEDIATE SCHOOL PUPILS’ ACHIEVEMENT