The Implementation of Critical Pedagogy in Digital Second Language Acquisition in Higher Education: Age and Gender Differences

Abstract

Due to the unprecedented spread of online education in higher education institutions due to the COVID-19 pandemic, the present study discloses the intentional implementation or unintentional presence of critical pedagogy aspects in the online English language teaching environment. It also aims to show if there is an age or gender difference regarding the use of critical pedagogy in online language teaching. The main instrument of the study was an online questionnaire designed based on Brown’s theory of critical pedagogy (2001). A sample that consisted of EFL college teachers from two educational institutions in Iraq and the Czech Republic was used. The sample consists of 57 female and 47 male participants. The data collected were analyzed using the SPSS technique. Findings showed a notable presence of critical pedagogy aspects in online English language teaching. In addition, the result revealed a prominent role for the female teachers over male teachers for using various aspects of critical pedagogy, and the age group between 3140 is the most effective age for teachers in applying the aspects of critical pedagogy. The study further generated some practical implications that may help teach English online.