Critical Literacy In An EFL Learning Virtual Course

Abstract

The objective of the present investigation is related to describing how a group of intermediate-level students responds to a pedagogical implementation of critical literacy in an online EFL course at a language institute. The study has a qualitative approach and descriptive level. The sample consisted of six female students, all of them 15 and 16-year-old high school students; with a command of the English language at an intermediate level B1. This study considers four data collection instruments: classroom observations - video recordings and teachers' diaries, semi-structured open interviews with the aim of capturing the representations, thoughts, and conceptions that students have built on social problems through the approach of critical literacy implemented to teach English in a virtual learning environment. Among the main findings is that from the development of multimodal literacy, students achieved more structured knowledge in arguments; also more autonomous learning as well as a clear increase in interaction and consensus among students; finally, the mastery of the sources and the collection of information for learning increased. Overall, participants responded effectively to the development of critical literacy skills, through a gradual and satisfactory learning process.