Critical Pedagogy: Exploring EFL Instructors’ Cognitions in Teaching Writing

Abstract

This study employed a qualitative critical case study design to explore EFL instructors’ cognitions of critical pedagogy (CP) in teaching writing at the University of Gondar, providing deep insights into gaps in CP conceptions within the Ethiopian higher education context. Three instructors were purposively selected for their CP orientation and their roles in delivering writing courses. Pre-observation interviews were conducted, and data were analyzed through reflexive thematic analysis. The findings revealed diverse conceptions of critical pedagogy (CP) in teaching writing, with two instructors emphasizing collaboration, creativity, and active participation, while the other adhering to a more traditional, accuracy-focused model, reflecting differing degrees of alignment with CP principles. All recognized the significant impact of continuous professional development (CPD) on their teaching philosophies and highlighted the importance of student engagement through dialogue and collaboration. They acknowledged the need to adapt materials to students’ interests, but reliance on exam-oriented assessments, imposed curriculum guidelines, limited resources, and inadequate training posed challenges. The findings suggest a need for enhanced professional development programs focusing on critical pedagogy in adopting more interactive and studentcentered assessment practices. Additionally, addressing resource limitations and promoting flexible curricula will be crucial for effectively implementing critical pedagogy in writing instruction