The Practicality of Critical Pedagogy: A Case Study of Iranian EFL Learners’ Motivation

Hossein Abdollahzadeh, Mehry Haddad Narafshan


The most basic goal of education besides enhancing students’ educational success is to improve their social skills; this goal is achieved only if learners are trained to become critical thinkers and responsible ones for their own social change. Consequently, this study is focused on the impact of critical pedagogy on EFL learners’ motivation. In this study, 54 students were randomly and equally assigned to the experimental and control groups (27 students in each group). The instrument applied in this study was a motivation questionnaire. The questionnaire was given to the students in both control and experimental group (as the pre and post questionnaire). The results revealed that the critical approach to the teaching of English as a foreign language increases the learners’ motivation reflecting a sincere and personal interest in the people and culture represented by the other group.

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