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Exploring Teachers' and Students' Perceptions of Critical Incidents in Iranian EFL Classrooms: A Qualitative Study | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 20 مهر 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.53177.3410 | ||
| نویسنده | ||
| Mohamad Reza Farangi* | ||
| Assistant Professor, Department of Applied Humanities, Kashmar Higher Education Institute, Kashmar, Iran | ||
| چکیده | ||
| Critical Incidents (CIs) have become central to language teacher development by promoting reflective practice, a key element of teacher education. This study examines critical incidents (CIs) in English as a Foreign Language (EFL) classes in public high schools. Researcher conducted semi-structured interviews with ten teachers and fifteen students across seven public schools, analyzing narratives through thematic analysis within a complexity theory framework. Three themes emerged: Teaching high and lows, classroom management issues and language proficiency. Teachers felt challenged by the frequent number of CIs, associating their management skills and immunity with their response to these events, and viewed Iranian public schools as particularly susceptible. Similarly, students highlighted both negative and positive aspects of CIs and pointed to cultural diversity and language skills as key factors. The study’s findings align with complexity theory by highlighting the dynamic, interconnected, and adaptive nature of teaching and learning in public schools. The emergent patterns of emotional responses, classroom management strategies, and language proficiency interactions reflect the principles of sensitivity to initial conditions, self-organization, and co-evolution. | ||
| کلیدواژهها | ||
| Critical incidents؛ complexity theory؛ public high schools؛ EFL classes | ||
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