1Assistant Professor, Islamic Azad University South Tehran Branch
2MA in TEFL, Islamic Azad University South Tehran Branch
This study sought to investigate the impact of a critical literacy teaching program influenced by a combination of Freire’s critical literacy pedagogy for social justice and the Vygotskyan ZPD on adult EFL learners’ reading comprehension and critical awareness. A number of 60 intermediate EFL learners were chosen 80 students. Once they were assigned to the control and experimental groups, the latter were given a series of textual analysis on texts with alternative endings followed by the opportunity to hold discussions and exchange views on how texts represent issues of gender, social class, race, ethnicity, etc. with the aim of enhancing their critical awareness and simultaneously improving their reading ability. The data analysis which was conducted prior to and following the treatment in both groups demonstrated that the critical literacy package was indeed successful in meeting its objectives, i.e. significant improvement of reading comprehension and critical awareness.