Although critical pedagogy (CP) is a worthwhile approach to education, not much attention has been paid to its application in online courses. Acknowledging its pivotal role, this study intended to investigate Iranian EFL teachers’ awareness of CP and explore the possible effects of teaching experience on their awareness of CP via a CP questionnaire and a semi-structured interview. Furthermore, to evaluate teachers’ actual classroom application of CP, online EFL classes were observed. The results indicated that teachers’ awareness of the significance of CP principles did not help them fully implement the principles in their online teaching practices. A significant relationship between teaching experience and some subscales of CP principles was also found. The findings of this study can offer some implications for English teachers in the post-method era to rethink their previous critical views towards English language teaching and their roles as facilitators.
 

Keywords: critical thinking, critical consciousness, critical pedagogy (CP), online EFL course

     

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