en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="line-height:2;"><span style="color:#339966;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><b>Objective:</b> 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).<br> <b>Methods</b>: 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.<br> <b>Results</b>: 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.<br> <b>Conclusions</b>: 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.</span></span></span></span></div> Focus on Form, Focus on Form Episode, EFL, Form-Focused Instruction, Language Teaching, Iranian EFL 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-645-1&slc_lang=en&sid=1 Hamid Reza Karim hrkarin@cfu.ac.ir 10031947532846005743 10031947532846005743 Yes Department of English Language Teaching, Farhangian University,Tehran, Iran Sarimah Shamsudin sarimah@ic.utm.my 10031947532846005744 10031947532846005744 No Language Academy, Universiti Teknologi Malaysia, UTM International Campus, Jalan Semarak, Kuala Lumpur, Malaysia