Perceived Impact and Challenges of Critical Incident Reflection: Evidence from Synchronous Online EFL Classrooms

Reflective practice is increasingly recognized as central to teacher professional development, yet little is known about how teachers engage with reflection on critical incidents (CIs) in online language classrooms, particularly in under-researched contexts such as Iran. This qualitative study explored how Iranian in-service EFL teachers perceived the impact of individual and collaborative reflection on CIs in synchronous online classrooms and the challenges they encountered in sustaining reflective engagement. Sixteen teachers participated in a CI-oriented reflection program, sharing their experiences through written narratives and collaborative group discussions; one month later, they submitted reflection papers evaluating the program’s effects. Inductive thematic analysis revealed four perceived impacts of engaging in reflective practice: pedagogical improvement, enhanced reflective thinking and action, raised awareness and empathy, and strengthened collegial collaboration and four barriers to sustained reflection: workload-related fatigue and demotivation, lack of direction and support, limited agency and empowerment, and (inter)personal challenges. These findings highlight the potential of structured CI-based reflection to support professional growth while underscoring the need for institutional and collaborative infrastructures to sustain reflective practice in online EFL contexts.

کلیدواژه ها:

Critical incidents ، EFL teachers’ perceptions ، professional Development ، Reflective practice ، Synchronous online classroom