A mixed-methods investigation of critical friend groups as a tool for honing teachers’ practice

This mixed-methods study investigated the effectiveness of Critical Friend Groups (CFGs) in improving EFL teachers’ practices. A sequential explanatory design was adopted. Ten CFGs were formed, each comprising two novice teachers and one experienced teacher (critical friend). Over a 10-week period, novice teachers observed each other’s classes using a researcher-developed checklist and engaged in weekly CFG discussions facilitated by the experienced teacher. Quantitative data were collected through classroom observation checklists and analyzed using paired-sample t-tests and effect size calculations to examine changes in teaching performance. Qualitative data were obtained from transcribed CFG sessions and analyzed using inductive content analysis to extract themes reflecting teachers’ reflective development. Quantitative findings revealed significant improvement in teaching scores over time, particularly in the early weeks. Qualitative analysis identified themes across three stages of teaching: Before the stage (e.g. lesson planning, dealing with heterogeneity), On the stage (e.g. reflection, classroom management), and After the stage (e.g. assessment challenges, emotional labor, recognition). Overall, the findings demonstrate that CFGs can serve as effective, context-sensitive tools for enhancing teacher reflection and professional growth, especially in under-researched EFL settings.