期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：4
页码：46-54
DOI：10.7575/aiac.ijalel.v.3n.4p.46
出版社：Australian International Academic Centre PTY. LTD.
摘要：As Keesing-Style (2003) puts out, although the concept of critical pedagogy (CP) has been proposed for three decades, it has not been employed in the educational settings. This study investigated the effect of employing critical pedagogy on the improvement of Iranian EFL learners’ self-regulation and writing skill. To achieve this goal, a group of 60 female EFL students (aged between 14 to 25 years old) participated in the free paragraph writing course based on their scores on a Writing Placement Test and a Self-Regulation Questionnaire. Participants were divided into two control (N=30) and experimental (N=30) groups. The learners in experimental group were taught paragraph writing via CP. In contrast, the learners in control group were taught paragraph writing through traditional pedagogy. In both control and experimental groups, two tests including a Writing Placement Test and a Self-Regulation Questionnaire (SRQ) were administered before and after the treatment to check the participants’ progress or regress. After a five-month study, twenty sessions of treatment, it was revealed that applying CP can significantly affect (sig = .000) Iranian upper-intermediate female EFL learners’ writing skill. Meanwhile, implementation of CP greatly reinforced (sig = .003) the learners’ self-regulation skill.
其他摘要：As Keesing-Style (2003) puts out, although the concept of critical pedagogy (CP) has been proposed for three decades, it has not been employed in the educational settings. This study investigated the effect of employing critical pedagogy on the improvement of Iranian EFL learners’ self-regulation and writing skill. To achieve this goal, a group of 60 female EFL students (aged between 14 to 25 years old) participated in the free paragraph writing course based on their scores on a Writing Placement Test and a Self-Regulation Questionnaire. Participants were divided into two control (N=30) and experimental (N=30) groups. The learners in experimental group were taught paragraph writing via CP. In contrast, the learners in control group were taught paragraph writing through traditional pedagogy. In both control and experimental groups, two tests including a Writing Placement Test and a Self-Regulation Questionnaire (SRQ) were administered before and after the treatment to check the participants’ progress or regress. After a five-month study, twenty sessions of treatment, it was revealed that applying CP can significantly affect (sig = .000) Iranian upper-intermediate female EFL learners’ writing skill. Meanwhile, implementation of CP greatly reinforced (sig = .003) the learners’ self-regulation skill.
关键词：Critical pedagogy; self-regulation; paragraph writing; zone of proximal development (ZPD); traditional pedagogy
其他关键词：Critical pedagogy; self-regulation; paragraph writing; zone of proximal development (ZPD); traditional pedagogy
