critical incidents in iranian efl classrooms: teacher and student perceptions

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. researchers conducted semi-structured interviews with 10 teachers and 15 students across 7 public schools, analyzing narratives using 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 the negative and positive aspects of cis and noted 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.