the field of elt is constantly witnessing the introduction of new instructional approaches: one such perhaps recent initiative is critical discourse analysis (cda). accordingly, the present study was an attempt to investigate the impact of cda instruction on iranian efl learners’ descriptive and argumentative writing ability. to fulfill the aforementioned purpose, a sample toefl was primarily p...

The aim of this study was to investigate the Iranian English as a Foreign Language (EFL) teachers' willingness to implement postmethod pedagogy in the Iranian context. In so doing, a mixed methods approach was employed in which first a validated postmethod questionnaire was administered to a nationally representative sample of 711 Iranian EFL teachers. Then, a series of focus group discussions ...

second-language (l2) acquisition is generally thought to be constrained by maturational factors that circumscribe a critical period for native-like attainment. consistent with the maturational view are age effects among learners who begin l2 acquisition prior to, but not after, closure of the putative critical period. some studies indicate that native-like acquisition of a second language by le...

This paper constitutes the introduction to special issue of Pedagogy, Culture & Society, titled ‘Intercultural Communication Pedagogy and Question Other’, which emerged from launch event Institute for Language Education at Moray House School Sport, University Edinburgh. It proceeds arguments that intercultural communication pedagogy has clung too long essentialist competency models erase all di...

This current study discusses critical pedagogy, a concept that supports the paradigm of education for cultural transformation. has been considered an essential approach developing students' thinking and awareness social issues. Despite its popularity, implementation pedagogy in classes remains unclear. paper suggests can be concurrent with genre-based (GBP), dominant to teaching writing Indones...