This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers’ perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful.

中文翻译：

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伊朗被忽视的做法：EFL教师对农村学校天才学生的分化

这项定性研究深入研究了 15 名伊朗中学英语作为外语 (EFL) 教师对天才学生差异化的看法、做法和挑战。为此，使用了包括访谈、观察笔记和文件在内的一组数据源。访谈抄录结果表明，农村英语教师主要对天才学生的差异化教学持消极或漠不关心的态度，他们对天才学生的差异化实践还有很多不足之处。此外，教师指出差异化实践的许多障碍，包括时间、精力和班级规模是最具影响力的。