earticle

영어

Despite the recent increase in studies on perspectives of critical literacy-based classes in EFL contexts, only a few, whose findings have mainly depended on self-reporting by study participants, have examined writing improvement through critical literacy practices. This empirical study investigates the effectiveness of these to improve the writing ability of college EFL students by using a mixed methods approach. The results of a statistical analysis of students' essays were supported by findings derived from surveys, classroom observation and interviews with students and their instructor; critical literacy practices, including problem-posing education with guiding questions and dialogic engagement, found writing ability in terms of content and structure was improved by student participation in class. The application of a new classroom approach with authentic topics to a college English writing course promoted student engagement and motivation. Critical literacy practices with guiding questions can be a promising pre-writing strategy in EFL writing classes.