Critical pedagogy vs Mainstream approaches to ELT: Students’ Perception
Anes E. Mohamed, Kansai Gaidai University (Japan)
Mahtab Mohammadi, Islamic Azad University (Iran, Islamic Republic of)
Abstract
This quantitative study looked into the ways in which EFL students view mainstream approaches (CLT) versus critical approaches (Critical Pedagogy) to English Language Teaching. Of special focus was the students’ perception of the content of the textbooks used in the class, class activities, linguistic improvement, exercise of their agency, and overall satisfaction with the two approaches. The mainstream textbook used in this study was Interchange while the textbook used, as representative of critical pedagogy, was Alternative View (Abdelrahim, 2012), which the researcher has taught for three years. The participants of the study comprised 100 students divided into two equal groups: 50 students in the critical cohort and 50 in the mainstream cohort. The data was collected using an 18-item questionnaire designed to measure the main constructs of the study. Data analysis was done through the use of SPSS. The main findings indicate that students were satisfied with critical pedagogy but the same was not true for mainstream pedagogy.
Keywords |
Students’ Perception, Critical Pedagogy, Mainstream Pedagogy. |