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

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Detalles Bibliográficos
Publicado en:	Research in English Language Pedagogy (RELP) vol. 13, no. 3 (Autumn 2025), p. 1-29
Autor principal:	Paziresh, Abbas
Otros Autores:	Ganji, Mansoor, Sarani, Abdullah, Safaie-Qalati, Mehdi, Khaled Kordi Tamandani
Publicado:	Islamic Azad University, Isfahan (Khorasgan) Branch
Materias:	Pedagogy Collaboration Cooperative learning Second language writing instruction Questionnaires Academic writing Writing instruction Second language writing Attitudes Educational materials Critical theory Motivation English as a second language instruction Collaborative learning Writing Political participation Teaching Occupational aspiration Career aspirations Appreciation Aspiration Statistics Scholarship Academic careers Educational research Interviews Social issues Critical thinking Teaching methods Student Attitudes Writing Ability Language Skills English (Second Language) Instructional Materials Writing Skills Collaborative Writing Student Motivation English Learners Learner Engagement
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Descripción
Resumen:	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.
ISSN:	2588-3259 2538-4244
DOI:	10.71673/relp.2025.1209175
Fuente:	Education Database