دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 مقالات آماده انتشار 2025 07 13 Construction and Validation of a Critical Digital Pedagogy Perception Questionnaire (CDPPQ) to Assess EFL learners’ Perceptions in Online EFL Contexts Construction and Validation of a Critical Digital Pedagogy Perception Questionnaire (CDPPQ) to Assess EFL learners’ Perceptions in Online EFL Contexts 7174 10.48311/lrr.2025.7174 FA اسمعیل علی سلیمی دانشیار گروه زبان و ادبیات انگلیسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبائی، تهران، ایران میثم خزائی کوه پر دانشجوی دکتری آموزش زبان انگلیسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبائی، تهران، ایران Journal Article 2025 07 13 Before teachers can transform the reality and promote a liberating education within mainstream educational contexts, they must first gain a thorough understanding of how learners perceive the world. In an attempt to gauge EFL learners’ perceptions, the present study set out to conceptualize the construct of Critical Digital Pedagogy (CDP) by developing and validating a questionnaire for use in online EFL settings. The researchers distributed a preliminary questionnaire with 65 items to 380 adult Iranian EFL learners and used Exploratory Factor Analysis as well as Confirmatory Factor Analysis (EFA, CFA) to analyze the results. After removing 9 items, the final questionnaire consisted of 56 items on a five-point Likert scale. The analysis revealed that CDP consists of 10 factors, namely “consciousness raising,” “community and collaboration,” “empowerment and agency,” “inclusivity,” “dialogism,” “co-creation of materials,” “praxis,” “problem-posing education,” “teachers as transformative intellectuals,” and “critical thinking and reflection.” Additionally, the convergent validity as well as the reliability of the questionnaire to measure the intended construct was statistically confirmed. These findings have important implications for EFL teachers, curriculum developers, course designers, and language researchers as they increase awareness of CDP and its underlying components. Before teachers can transform the reality and promote a liberating education within mainstream educational contexts, they must first gain a thorough understanding of how learners perceive the world. In an attempt to gauge EFL learners’ perceptions, the present study set out to conceptualize the construct of Critical Digital Pedagogy (CDP) by developing and validating a questionnaire for use in online EFL settings. The researchers distributed a preliminary questionnaire with 65 items to 380 adult Iranian EFL learners and used Exploratory Factor Analysis as well as Confirmatory Factor Analysis (EFA, CFA) to analyze the results. After removing 9 items, the final questionnaire consisted of 56 items on a five-point Likert scale. The analysis revealed that CDP consists of 10 factors, namely “consciousness raising,” “community and collaboration,” “empowerment and agency,” “inclusivity,” “dialogism,” “co-creation of materials,” “praxis,” “problem-posing education,” “teachers as transformative intellectuals,” and “critical thinking and reflection.” Additionally, the convergent validity as well as the reliability of the questionnaire to measure the intended construct was statistically confirmed. These findings have important implications for EFL teachers, curriculum developers, course designers, and language researchers as they increase awareness of CDP and its underlying components.