Measuring Critical Discourse Analysis Practices among Iraqi English Teachers: A Cross-Sectional Study

Abstract

The research aimed to measure the extent which Iraqi English Teachers practice critical discourse analysis (CDA) in class. To achieve the study's objectives, the descriptive analytical approach will be used. A questionnaire was designed to collect information. The study sample consisted of 100 EFL teachers who were teaching at different language schools in Iraq. The sample comprised 45 males and 55 females. The results indicated that the level of application of critical discourse analysis practices was moderate, including ensuring the validity of textbook content and allowing students to express their opinions about textbook content. The results also confirmed the need to enhance teachers' ability to apply critical discourse analysis practices by relying on modern technology that enhances students' desire to learn. Based on the research findings, the researcher recommends the need to design training courses for teachers to enhance their level of knowledge on the practices of applying critical discourse analysis in the classroom.