The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers' Perceptions and Practices.

This mixed methods research study investigated if explicit instruction could affect EFL teachers' perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language (EFL) teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires.