Applied Research on English Language

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Volume 12 (2023)

Volume 11 (2022)

Volume 10 (2021)

Volume 9 (2020)

Volume 8 (2019)

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Volume 4 (2015)

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Volume 2 (2013)

Volume 1 (2012)

Articles in Press: ALL Accepted Manuscript Corrected Proof

Editorial welcome

Saeed Ketabi

Volume 1, Issue 1 , January 2012

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Editorial Welcome

Saeed Ketabi

Volume 1, Issue 2 , September 2012

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Editorial

Saeed Ketabi

Volume 2, Issue 1 , February 2013

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Editorial

Saeed Ketabi

Volume 2, Issue 2 , July 2013

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Editorial

Saeed Ketabi

Volume 3, Issue 1 , January 2014, , Pages 0-0

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Editorial

Saeed Ketabi

Volume 3, Issue 2 , August 2014, , Pages 0-0

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Editorial

Saeed Ketabi

Volume 4, Issue 1 , February 2015, , Pages 0-0

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Vol. 6, No. 4, 2017

Volume 6, Issue 4 , November 2017, , Pages 0-1

https://doi.org/10.22108/are.2017.23410

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Vol. 7, No. 1, 2018

Volume 7, Issue 1 , January 2018, , Pages 0-1

https://doi.org/10.22108/are.2018.23419

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Volume 8, Issue 1

Volume 8, Issue 1 , January 2019, , Pages 0-1

https://doi.org/10.22108/are.2019.23590

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Pedagogy of Possibility for EFL Learners: Principles, Application, and Course Development

Rahman Sahragard; Leila Akbarpour

Volume 4, Issue 2 , August 2015, , Pages 1-24

https://doi.org/10.22108/are.2015.15500

Abstract

This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension ... Read More This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forward to scrutinize the outcomes of the beginning phases of a dissertation which was intended to develop a tentative model of Critical Pedagogy for English language teaching practice in Iran. Sixty one sophomore students (in two groups) were the participants of the present study. One group was randomly assigned to the control group (n=31) who received instruction based on the conventional method of teaching reading comprehension practiced in most reading comprehension courses in Iran, while the other one made the experimental group (n=30) who received instruction based on the Critical Pedagogy course. Results of the statistical analyses comparing the participants' performance on pre- and post-tests regarding reading comprehension, a questionnaire on motivation, and a democratic attitude questionnaire which were administered before and after the treatment, besides the qualitative data from a semi-structured interview, suggested that despite some problem issues rising while practicing the principles of Critical Pedagogy, the developed course proved to have a significant positive impact on EFL learnersâ reading comprehension ability, developing a positive democratic attitude towards their English classroom and also their motivation towards reading English materials. Studentsâ attitude towards the critical reading comprehension course was also discussed in terms of four emerging themes driven out of the qualitative data analysis. The most important message, however, may be the applicability of Critical Pedagogy principles in Iran, which had been reported by some researchers as impractical.

Vol. 9, No. 1, 2020

Volume 9, Issue 1 , January 2020, , Pages 1-154

https://doi.org/10.22108/are.2020.24258

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Volume 11, Issue 1, January 2022

Volume 11, Issue 1 , January 2022, , Pages 1-134

https://doi.org/10.22108/are.2022.26389

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Vol. 11, No. 2, 2022

Volume 11, Issue 2 , April 2022, , Pages 1-154

https://doi.org/10.22108/are.2022.26619

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Vol. 11, No. 3, 2022

Volume 11, Issue 3 , July 2022, , Pages 1-142

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Vol. 11, No. 4, 2022

Volume 11, Issue 4 , November 2022, , Pages 1-160

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Vol. 7, No. 2, 2018

Volume 7, Issue 2 , April 2018, , Pages 143-143

https://doi.org/10.22108/are.2018.23494

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Vol. 9, No. 2, 2020

Volume 9, Issue 2 , April 2020, , Pages 155-302

https://doi.org/10.22108/are.2020.24320

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Vol. 8, No. 2 , 2019

Volume 8, Issue 2 , April 2019, , Pages 165-165

https://doi.org/10.22108/are.2019.23667

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Vol. 7, No. 3, 2018

Volume 7, Issue 3 , July 2018, , Pages 293-293

https://doi.org/10.22108/are.2018.23497

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Vol. 9, No. 3, 2020

Volume 9, Issue 3 , July 2020, , Pages 303-428

https://doi.org/10.22108/are.2020.25081

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Vol. 8, No. 3 , 2019

Volume 8, Issue 3 , July 2019, , Pages 311-311

https://doi.org/10.22108/are.2019.23698

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Vol. 9, No. 4, 2020

Volume 9, Issue 4 , November 2020, , Pages 429-584

https://doi.org/10.22108/are.2020.25556

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Volume 7, Issue 4

Volume 7, Issue 4 , November 2018, , Pages 435-435

https://doi.org/10.22108/are.2018.23509

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V. 8 N. 4 2019

Volume 8, Issue 4 , November 2019, , Pages 473-612

https://doi.org/10.22108/are.2019.23900

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