Department of English language Teaching, Lam,C., Islamic Azad University, Lamerd, Iran , rahimi175@gmail.com
Abstract: (10 Views)
Objective: This study investigates how attention to linguistic form arises and is distributed across communicative English as a Foreign Language (EFL) classrooms in Iran, examining the typological properties, categorical features, and frequency patterns of Focus on Form Episodes (FFEs).
Methods: Audio recordings of eight lessons conducted across four classroom settings were analyzed. FFEs were identified and coded along multiple dimensions, including source (preemptive vs. reactive), initiation (teacher- vs. student-initiated), linguistic focus (syntax, morphology, phonology, dictation), and four additional episode characteristics.
Results: A total of 328 FFEs were documented. Analysis revealed systematic distributional patterns across the coded dimensions that differed notably from those reported in English as a Second Language (ESL) contexts.
Conclusions: These findings underscore the need for EFL-specific pedagogical frameworks that account for the distinct patterns of form-focused attention observed in structurally transitioning EFL environments. Implications for teacher training and classroom practice are discussed.
Methods: Audio recordings of eight lessons conducted across four classroom settings were analyzed. FFEs were identified and coded along multiple dimensions, including source (preemptive vs. reactive), initiation (teacher- vs. student-initiated), linguistic focus (syntax, morphology, phonology, dictation), and four additional episode characteristics.
Results: A total of 328 FFEs were documented. Analysis revealed systematic distributional patterns across the coded dimensions that differed notably from those reported in English as a Second Language (ESL) contexts.
Conclusions: These findings underscore the need for EFL-specific pedagogical frameworks that account for the distinct patterns of form-focused attention observed in structurally transitioning EFL environments. Implications for teacher training and classroom practice are discussed.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/11/30 | Accepted: 2026/02/6 | ePublished ahead of print: 2026/10/31
Received: 2025/11/30 | Accepted: 2026/02/6 | ePublished ahead of print: 2026/10/31
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