Proceedings of the 9th International Conference on Advanced Research in Teaching and Education
Year: 2024
DOI:
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Critical Pedagogy in ESP: Bridging Leraning Needs and Critical Consciousness
Samira Essabari
ABSTRACT:
This study explores the role of critical pedagogy in English for Specific Purposes (ESP), focusing on how it combines language learning with critical thinking in business and economics education. A quasi-experimental design divided 116 graduate students into control and experimental groups, with the latter receiving instruction based on critical pedagogy principles. The study used a mixed-methods approach to collect data from self-assessment questionnaires, interviews, written assignments, and oral presentations. Results showed significant improvements in listening, reading, writing, speaking, vocabulary, and grammar across both groups, but the experimental group achieved notably higher gains, especially in listening, reading, and speaking (p < 0.001). Qualitative findings revealed that students in the experimental group improved their language skills and developed critical conciousness. Themes such as greater engagement, reflective thinking, and the use of social justice concepts emerged as key outcomes. Students became more aware of societal issues like sexism, racism, and ethical business practices, applying language skills in meaningful discussions. These findings challenge critiques of critical pedagogy as impractical, showing that it meets professional language needs while fostering critical thinking. The study advocates integrating critical pedagogy into ESP curricula to promote language proficiency and social awareness.
keywords: critical pedagogy, English for Specific Purposes (ESP), language proficiency, critical consciousness