Zhila Zabihi - Department of English, Isfahan (Khorasan) Branch, Islamic Azad University, Isfahan, Iran
Ahmad Ameri-Golestan - Department of English, Majlesi Branch, Islamic Azad University, Isfahan, Iran

Critical pedagogy is regarded as an exhaustive system of learning through which learners' critical consciousness, self-regulation and autonomy, individuality, and learning achievements are promoted. Therefore, ۶۰ Iranian upper- intermediate EFL learners (both male and female) from among ۷۵ students based on their OPT test scores were selected. These participants were divided into a control group (N = ۳۰) and an experimental group (N = ۳۰). In order to ascertain that the students in the two groups were homogeneous in terms of writing quantity, the writing pretest was administered. The control group (CG) received the traditional writing instructions, whereas the experimental group (EG), who was taught writing instructions as guideline, received critical pedagogy. After the treatment, the writing posttest was also constructed. The scores of the students on the placement test, writing pretest, and posttest of the two groups were analyzed using SPSS ۲۰. In addition, an independent-sample t- test and a one-way ANCOVA were used to compare the CG and EG learners' writing quantity and quality on the posttest scores. The data obtained from the study indicated that the experimental group significantly outperformed the control group counterparts. Implications for EFL teachers include drawing the attention to the importance and usefulness of critical pedagogy in L۲ teaching classes.

Critical Pedagogy, writing quantity, Quality, EFL learners