exploring the perceptions of efl teachers on the implementation of critical dialogue in language education: an ethnographic grounded theory approach

Critical pedagogy places a significant emphasis on dialogue due to its transformative potential within educational settings. this approach fosters critical thinking, self-reflection, and empowerment among students, encouraging them to engage deeply with the material and question underlying assumptions. while research in english as a foreign language (efl) contexts has delved into the application of critical dialogue, there has been a notable gap in understanding how teachers perceive and implement this approach in their classrooms. this study seeks to address this gap by collecting data through ethnographic interviews with 22 teachers over three months. data analysis was then conducted using a constructivist grounded theory methodology. results showed that for critical dialogic teaching to be effective, two essential conditions should be met: (1) the presence of a critical dialogical teacher who embodies characteristics such as openness, mediation, and the ability to create a supportive environment, and (2) the use of specific strategies, such as authentic tasks, group work, and technology, to foster engagement and diverse perspectives. these findings have significant implications for language education, highlighting the need for teacher training that supports the development of dialogical teaching practices, promotes inclusive classroom environments, and empowers students to engage critically with both language and content. the study also underscores the importance of addressing the cultural and contextual factors that influence how critical dialogue is perceived and implemented by teachers in efl settings.