1.2. Significance of the Study                                                                                           8

 

1.3. Purpose of the Study                                                                                                  8

 

1.4. Research Questions                                                                                                    9

 

1.5. Research Hypotheses                                                                                                 9

 

1.6. Definition of Keywords                                                                                              10

 

1.7. Limitation and Delimitation of the Study                                                                  10

 

 

 

CHAPTER II: Review of the Related Literature                                                              12

 

2.0. Overview                                                                                                                     13

 

2.1. Critical Pedagogy                                                                                                        13

 

2.1.1. Pedagogical Approach in Critical Pedagogy                                                    16

 

2.1.2. Critical Pedagogy and Educational Process                                                     21

 

2.1.3. Critical Pedagogy and the Teachers’ Role                                                        24

 

2.1.4. Critical Pedagogy and Teacher Success                                                           27

 

2.1.5. Curriculum in CP                                                                                              30

 

2.2. Pre-service teacher                                                                                                      31

 

2.2.1. The difficult and stimulating tasks of pre-service teacher training                   33

 

2.2.2. Advancing ELT teachers for future and Critical Pedagogy                             35

 

 

 

CHAPTER III: Methodology                                                                                         41

 

3.0. Overview                                                                                                                     42

 

3.1. Setting and Participants                                                                                              42

 

3.2. Instruments                                                                                                                 43

 

3.2.1. Critical Pedagogy Attitude Questionnaire                                                       43

 

3.2.2IELTS (International English Language Testing System)                                  45

 

3.3. Procedure                                                                                                                    45

 

3.3.1. Data Collection                                                                                                 45

 

3.3.2. Data Analysis                                                                                                    46

 

3.4. Ethical Considerations                                                                                                46

 

 

 

CHAPTER IV: Results and Discussion                                                                              48

 

4.0. Overview                                                                                                                     49

 

4.1. Main Results                                                                                                               49

 

4.2. Discussion                                                                                                                   54

 

 

 

 

 

CHAPTER V: Conclusion and Recommendations                                                           57

 

5.0. Overview                                                                                                                     58

 

5.1. Summary                                                                                                                     58

 

5.2. Brief Overview of the Findings                                                                                  59

 

5.3. Theoretical and Pedagogical Implications                                                                  60

 

 

5.4. Suggestions for Further Research                                                                               61

 

REFERENCES                                                                                                                    62

 

 

 

APPENDIXES                                                                                                                      74

 

Appendix A: Critical Pedagogy Attitude Questionnaire                                                      75

 

Appendix B: The Female Group with IELTS Band Score 6                                                77

 

Appendix C: The Female Group with IELTS Band Score 5                                                79

 

Appendix D: The Female Group with IELTS Band Score 6                                                            81

 

Appendix E: The Female Group with IELTS Band Score 5                                                 82

 

 

 

 

 

 

 

 

 

 

 

List of Tables

 

Table 3.1: Participants’ Characteristics                                                                                   44

 

Table 3.2: Reliability Coefficient                                                                                            44

 

Table 4.1: Stastistical Description Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test                                                                               49

 

Table 4.2: One Sample Kolmogorov- Smirnov Test                                                               50

 

Table 4.3: Group Statistics between IELTS Band Scores                                                      51

 

Table 4.4: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test                                                    51

 

Table 4.5: Group Statistics between Male Group and Female Group                                    52

 

Table 4.6: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and Gender Difference                                                                                                                               52

 

Table 4.7: Effect Size                                                                                                             53

 

Table 5.1: The Brief Overview of All Independent Samples Test                                        60

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

 

 

 

 

 

 

CHAPTER I

 

Introduction

 

1.1. Overview

 

Freire (1970) Critical Pedagogy can be analyzed in many fields of study.

 

In this respect, Critical Pedagogy (CP) announced to be the way to analyze, education including English Language Teaching (ELT), a new dimension, which has the interaction of social and political elements to holds the view which education is not impartial, and it both affects and is affected by the social and political elements (Freire, 1970).

 

Critical pedagogy tries to face students with more aims of education to make autonomous students; it is stated that learners acquire their own voice to participate critically in their own processing; that is, confident learners are capable of critiquing learning problems and begin to seek even instruction in their classrooms _what will we have to act in a society in the future?(Freire, 1970).

 

Recently, ELT researchers try to administer the view of CP to study language learning and acquisition; that is, they are looking for utilizing this social and political theory in assisting teaching as a component of education.

 

Therefore, they are starting to understand the sociopolitical elements with the represent of the critical viewpoint many scholars in ELT industry as uncovering the hidden aim of scholars’ thoughts and ideologies (Freire, 1970).

 

Critical theory is interested in the concepts of human beings and the relations between them such as cultural, economic, political, and the power to influence people’s behavior or course of events (Freire, 1973).

 

Through enabling convert of life requirements, a philosopher of critical theory agrees on satisfying free oppressed members of a race religion or culture (Freire, 1973).

 

Also, according to Freire (1970), utilizing the body of bases belonging to critical subjects is the main source in language teaching and learning.

 

Thus, Pre-service teacher education may take advantage of Critical Pedagogy to provide professional ELT teachers before the real actual teaching (Schon, 1996).

 

A main disclosure during such critical education theory can be the practical section of a course of study when the pre-service teachers are trained to face their students’ critical thoughts within multiple school settings (beginning to advanced courses) (Schon, 1996).

 

According to Schon(1996), the pre-service teachers will be had the chance to improve their skills through classroom curriculum, teaching lessons, and lesson plans to allow Critical Pedagogy is run.

 

Therefore, this consoled and vital aspect is the main component of any course, such as ELT courses, to be assigned in curriculums.

 

Also, because of the viewpoint of critical pedagogy, teachers are capable of bearing the task of questioning the inappropriate curriculums to assist their own learners in language processing, for example (Canagarajah, 1999).

 

According to Hall (1995), socio-historical and political elements are parts of ELT components which are related to the theory of language learning and teaching in social characteristics of learners.

 

It seems that Critical Pedagogy is able to gain the momentum to come from a huge amount of experiment to create conditions to help learners in recent years. In spite of acquiring multiple researchers in this area from the past and recent years, it seems that a few papers could target the main and vital characters of Critical Pedagogy in ELT.

 

Thus, the present study tries to bright a major theme in CP including teacher, for example, in CP. However, Okazaki (2005) argued that classrooms are far removed from conditions which deal with historical and social aspects.

 

Critical theory face the view of a society in which people require to control political, economic, and cultural aspects of their lives(Kincheloe, 2005).

 

Critical Pedagogy may be the approach to assist language teachers, for example, to concern the power of learners’ relations with the processed language and their society which they live. Critical Pedagogy (CP) is a start to deal with in a certain way of language teaching and learning.

 

Kincheloe (2005) believed that converting connections between people or groups of abilities which are depressing leads to depression among the people. CP seeks to give human qualities to learning (Kincheloe, 2005).

 

Likewise, according to Kincheloe (2005), advocates of critical theory assume that these aims are satisfied only through liberating unsuccessful learners to empower their abilities to change their educational conditions.

 

The main assumption of Critical Pedagogy is with criticizing the educational context in societies. As Gor (2005) puts it, the main goals of Critical Pedagogy are conscious raising and rejecting any signs of discrimination against people in any field.

 

Therefore, this theory seeks to help unsuccessful learners, for example, to save them from being objects of acquisition to subjects of their own autonomy in learning.

 

With this respect, learners are able to change their societies via appropriate education; that is, it is done through problem solving, surveying the problematic subjects in learners’ lives, and developing a critical awareness to assist learners to improve their educational conditions because it is important to take appropriate actions to structure and equitable society (Gor, 2005). Thus, it is crystal clear that Critical Pedagogy face any inappropriate dominations with the goal of assisting unsuccessful people to achieve their demands.

 

Moreover, “language learning theory, and teaching should focus on larger socio-historical and political forces which reside in the social identities of people who use them” (as cited in Aliakbari1 & Faraji, 2011, p. 78). However, Okazaki (2005) claimed that most teachers ignore historical and social conditions of their classrooms.

 

According to Okazaki (2005), as a consequence, researchers advocating examining socio-historical and political aspects of language learning (Benesch, 2001; Canagarajah, 1999, 2002; Morgan 1998). They recommended an optional access – critical pedagogy- which some researchers mentioned it.

 

It may be the main organ of language pedagogy (Aliakbari1 & Faraji, 2011). It is wondered to see that Critical Pedagogy has increased in impetus recently; therefore, some substantiation come from a lot of researches about CP to accept this claim.

 

Byean (2011) claimed that Critical Pedagogy mainly supports teachers to investigate English language in relation to the historical and cultural issues.

 

However, English teachers must understand ELT with more judgmental minds; furthermore, Critical Pedagogy may encourage English teachers to obtainthe role of English to clarify how ELT is affected with the procreation of social unfairness in distinctive backgrounds (Byean, 2011).

 

In fact, critical theory was the point of commencement for Critical Pedagogy (Aliakbari1 & Faraji, 2011).