Empowering Thai EFL Learners as Critical Thinkers and Skille Writers: A Genre-Based Approach with Critical Pedagogy

Abstract

Critical pedagogy has gained recognition as a powerful tool that empowers learners by encouraging them to critically examine the unequal distribution of power and social structures that privilege certain groups in their society. However, despite its application in various pedagogical practices, critical pedagogy's implementation in EFL writing classrooms, particularly within EFL contexts, remains understudied. To address this gap, this study explores the integration of critical pedagogy (CP) and genre-based approach (GBA) in an EFL writing classroom to develop students' critical thinking and writing skills. We developed a Critical Pedagogy Writing Model (CPWM) and implemented it in an Academic Writing course with 32 Business English major students at a Bangkok university. The CPWM integrates Freire's problem-posing concept with GBA principles. Using a mixed-methods approach, we employed a critical thinking development assessment, paragraph writing pre-tests and post-tests, and argumentative essays to evaluate the impact of the CPWM. Findings revealed significant improvements in both critical thinking and writing abilities after the intervention. This research contributes to the field of EFL writing instruction, demonstrating the effectiveness of combining CP and GBA and offering new insights into the challenges and possibilities of critical writing pedagogy in the Thai context.