Considering the Accountability of Iranian ESP Instructors Regarding the Critical Pedagogy Components

Iman Izadi, Hooshang Khoshsima, Mehdi Safaie-Qalati


Critical pedagogy (CP) is a term taken from critical thinking, a post-method approach and a newly flourished paradigm in thinking about education. The present study considered the applicability of critical pedagogy among Iranian instructors who teach English for Specific Purposes (ESP) and the extent to which they put such issues into practice in an ESP course. In this study, 100 ESP instructors, chosen through purposive sampling, who taught various subjects in four state universities of Iran participated in various study phases. Since this was a mixed design study, the data was gathered through a Critical Pedagogy Attitude Questionnaire and a semi-structured interview, reflecting some significant and profound facts about the issue under investigation. Using various statistical procedures such as descriptive statistics, factor analysis, independent sample t-test, and Radnor's model, the researcher analyzed quantitative and qualitative data. Results of the questionnaire followed up by a semi-structured interview revealed that although the instructors have been teaching ESP for several years in tertiary levels, some of them showed a lack of knowledge on critical pedagogy as a methodological approach to teaching English. Moreover, they introduced some obstacles to implementing the CP issues in their classes. This article concludes with suggestions and recommendations for ESP instructors to develop a critical-oriented classroom. In-service training courses can be of great significance for instructors unaware of critical pedagogy issues.



Keywords: critical pedagogy, critical thinking, English for specific purposes instructor, EFL methodology.



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