Volume 15, Issue 3 (2024)                   LRR 2024, 15(3): 195-223 | Back to browse issues page


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Salimi E A, Najjarpour M. Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context. LRR 2024; 15 (3) :195-223
URL: http://lrr.modares.ac.ir/article-14-58046-en.html
1- Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran , easalimi@atu.ac.ir
2- PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
Abstract:   (1239 Views)
This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.
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Article Type: مقالات علمی پژوهشی | Subject: English language
Published: 2025/02/28

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