International Journal of Research in English Education

en Iranian EFL Teachers’ Perceptions of Critical Friends Groups: Insights from a Qualitative Study Iranian EFL Teachers’ Perceptions of Critical Friends Groups: Insights from a Qualitative Study تخصصي Special پژوهشي Research Objective: Despite the documented benefits of Critical Friends Groups (CFGs) in various educational contexts, their application within the Iranian EFL system, characterized by top-down policies and limited teacher autonomy, remains underexplored. This study explores Iranian English teachers’ perceptions of CFGs as a collaborative professional development model. Methods: Situated within a larger research project on CFG implementation, this paper specifically reports the findings from semi-structured interviews with 10 junior high school EFL teachers who participated in CFG sessions. Results: Thematic analysis of interview data reveals that teachers generally viewed CFGs as a valuable space for professional dialogue, mutual support, and reflective practice. Participants highlighted the benefits of structured peer feedback, increased collegiality, and the opportunity to discuss classroom challenges in a non-evaluative environment. However, some expressed concerns about time constraints, varying levels of engagement, and the need for clearer facilitation. Conclusion: These insights contribute to the growing body of research on collaborative teacher development in EFL settings and offer practical implications for designing effective professional learning communities in centralized educational systems.   <div style="text-align: justify;">Objective: Despite the documented benefits of Critical Friends Groups (CFGs) in various educational contexts, their application within the Iranian EFL system, characterized by top-down policies and limited teacher autonomy, remains underexplored. This study explores Iranian English teachers’ perceptions of CFGs as a collaborative professional development model. Methods: Situated within a larger research project on CFG implementation, this paper specifically reports the findings from semi-structured interviews with 10 junior high school EFL teachers who participated in CFG sessions. Results: Thematic analysis of interview data reveals that teachers generally viewed CFGs as a valuable space for professional dialogue, mutual support, and reflective practice. Participants highlighted the benefits of structured peer feedback, increased collegiality, and the opportunity to discuss classroom challenges in a non-evaluative environment. However, some expressed concerns about time constraints, varying levels of engagement, and the need for clearer facilitation. Conclusion: These insights contribute to the growing body of research on collaborative teacher development in EFL settings and offer practical implications for designing effective professional learning communities in centralized educational systems.  </div> Critical Friends Group,collaboration,professional development,English teachers 1 15 http://ijreeonline.com/browse.php?a_code=A-10-1291-1&slc_lang=en&sid=1 Somayeh Baniasad-Azad s.baniasadazad@uk.ac.ir 10031947532846003895 10031947532846003895 Yes Shahid Bahonar University of Kerman