The study examined English as Foreign Language (EFL) teachers’ critical incidents of their classroom lives. Theoretically, the study is underpinned by insights from reflective practice, and experiential and transformative learning, and embraced a narrative enquiry that falls within the qualitative approach of interpretivist paradigm. Data were collected using participants’ reflective journals from four EFL teachers who recorded written descriptions of critical incidents. Convenient sampling was used to select the participants in this research. Themes were selected based on their representativeness of ideas, uniqueness of thought and clarity of the information. Results have indicated that teachers have worst experience during a lesson. The results have also showed that such self-reflections of teachers upon their critical incidents appeared to be helpful to them to analyze and evaluate their teaching process. Based on the findings, a need for guiding EFL teachers’ professional awareness as part of their reflection practices was identified.
Keywords: Foreign Language, critical incidents, teacher’s reflection
