Volume 5, Issue 3 (September 2026)
IJER 2026, 5(3): 0-0 |
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Ghasemzadeh K, Zoghi M, Davatgari H. (2026). Language Teacher Noticing Skills in an EFL Context: A Basic Qualitative Study. IJER. 5(3),
URL: http://ijer.hormozgan.ac.ir/article-1-600-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-600-en.html
1- Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran
2- Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran ,masoud.zoghi@iau.ac.ir
3- Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran
2- Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran ,
3- Department of English Language Teaching, Ah. C., Islamic Azad University, Ahar, Iran
Abstract: (15 Views)
Objective: This basic qualitative study aimed to explore the underlying structure of Iranian EFL teachers' noticing skills in private language institute settings and to develop a preliminary typology of teacher noticing by examining how educators attend to, interpret, and respond to classroom events.
Methods: Data were collected from 28 participants through semi-structured individual interviews and a focus-group interview, with participants selected to represent a range of ages, teaching experiences, genders, educational levels, and mother tongues. Thematic analysis was conducted using Hashemi's (2020) typological analysis framework.
Results: Four core categories emerged, corresponding to Jackson's (2021) four-component model: skills related to attention, skills related to interpretation, skills related to decision-making, and willingness to engage. These findings indicate that teacher noticing is a multifaceted construct encompassing both cognitive and motivational dimensions.
Conclusions: By offering a context-sensitive typology of teacher noticing, this study contributes to the literature and may inform teacher education and professional development programs.
Methods: Data were collected from 28 participants through semi-structured individual interviews and a focus-group interview, with participants selected to represent a range of ages, teaching experiences, genders, educational levels, and mother tongues. Thematic analysis was conducted using Hashemi's (2020) typological analysis framework.
Results: Four core categories emerged, corresponding to Jackson's (2021) four-component model: skills related to attention, skills related to interpretation, skills related to decision-making, and willingness to engage. These findings indicate that teacher noticing is a multifaceted construct encompassing both cognitive and motivational dimensions.
Conclusions: By offering a context-sensitive typology of teacher noticing, this study contributes to the literature and may inform teacher education and professional development programs.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/11/20 | Accepted: 2026/06/27 | Published: 2026/09/1
Received: 2025/11/20 | Accepted: 2026/06/27 | Published: 2026/09/1
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