Critical Pedagogy among EFL Writing Teachers at a University College in Saudi Arabia: A Step from Theory to Practice

This study is based on critical theory and postmodernism and aims to introduce Critical Pedagogy (CP) among English language teachers at one educational institution in Saudi Arabia using action research methodology. The ultimate goal of the study is to change the teachers’ views and approaches to teach writing by raising their awareness of CP. In this study, six data collection methods were utilised in four stages. In the first stage, a questionnaire was distributed among 135 English language instructors to investigate their awareness of CP. Then, group interviews were conducted to develop a more focused view of the situation with 10 participating teachers in the study context. In the second stage, three workshops were conducted to introduce CP to 15 English language teachers in the study context. Then, the third stage involved the collection of data using 15 evaluation forms, 12 observed sessions and post-observation interviews, 6 semi- structured interviews and 14 reflective journals. Next, the fourth stage reflected on the results of the previous stages through an analysis of the findings and evaluating the effects of actions to understand the explored issue clearly. Here, the outcomes were shared and suggestions were made on taking future actions or conducting future research to attain further improvements. The findings revealed teachers’ perceptions towards CP as a possible educational approach that could empower both EFL teachers and students. Although the findings exposed some effective changes and improvements, because of CP implementation, on students’ writings and teachers’ practices, the participants pointed out some challenges while implementing CP in their writing classrooms. These challenges related to students, teachers and the college system. These findings were discussed in consideration of the existing literature and the Saudi context