The author aimed to explore how critical incident analysis could be adapted for form 11 English as a foreign language (EFL) students in Latvia to improve their critical self-reflection skills. A case study of twenty-two form 11 students and one teacher was carried out over one month. Data collection methods included a questionnaire, individual and group interviews, student reflection journals, and written student feedback. Critical incident analysis, originally developed by J.C. Flannagan and D. Tripp as a series of procedures to improve an organization's activities, was adapted to develop form 11 students' self-reflection skills as well as their competence in using third and mixed conditional phrases in EFL class. Analysis of students' reflection journals using the J.D. Bain scale showed that a majority of students' levels of self-reflection decreased or stagnated between their first and final journal entries, and most students did not receive high scores on a summative assessment testing their abilities in using third and mixed conditional phrases following the unit. Students self-reported a perceived increase in self-reflection skills, though modifications are required in order for the technique to satisfactorily improve self-reflection skills and use of conditional phrases.
