Effect of Teaching Through Critical Pedagogy Principles (CPP) on Advanced EFL Learners’ Writing Motivation and their Attitudes Towards CPP Inclusion in Writing

الموضوعات : Research in English Language Pedagogy

Abbas Paziresh ¹ , Mansoor Ganji ² , Abdullah Sarani ³ , Mehdi Safaie-Qalati ⁴ , Khaled Kordi Tamandani ⁵

1 - English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
2 - English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
3 - University of Sistan and Baluchestan
4 - English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
5 - English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran

تاريخ الإرسال : 11 السبت , ذو الحجة, 1446 تاريخ التأكيد : 08 السبت , صفر, 1447 تاريخ الإصدار : 05 السبت , ربيع الثاني, 1447

الکلمات المفتاحية: Attitudes, Critical Pedagogy, Critical Pedagogy Principles, Writing, Writing Motivation,

ملخص المقالة :

Writing skill plays an important role in successful communication. The poor writing skill of EFL learners is a significant challenge that necessitates transformative frameworks like Critical Pedagogy Principles (CPP) to develop writing motivation and foster positive attitudes. This study examined how teaching via CPP influences Iranian EFL learners’ writing motivation and their attitudes towards the inclusion of CPP in writing instruction.  Following a mixed-methods single-cohort post-test design, 30 advanced Iranian EFL learners were selected as participants. They undertook a twenty-eight-day course focused on collaborative learning, critical thinking, and democratic participation in writing. Throughout it, participants actively discussed and analyzed social issues, creating an environment that fostered critical reflection and creativity. Then, to evaluate different dimensions of writing motivation, including passion for writing, commitment to improvement, academic motivation, career aspirations, and recognition, a Writing Motivation Questionnaire (WMQ) was used. Subsequently, open-ended interviews were administered to gain deeper insights into learners' attitudes towards the inclusion of CPP in writing instruction. Statistical and thematic analyses of questionnaire data indicated that integrating CPP into writing instruction can significantly enhance enthusiasm, commitment, engagement, and confirmation. Moreover, thematic analysis of interview data disclosed learners' critical consciousness, critical writing skills, engagement with real-world issues, development of personal voice, appreciation of collaborative writing, improvement in writing quality, and critical awareness of educational materials. This research highlights the potential benefits of CPP in writing, which can create a more collaborative and engaging writing environment, ultimately leading to enhanced academic writing among students.

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