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Although critical pedagogy (CP) is a worthwhile approach to education, not much attention has been paid to its application in online courses. Acknowledging its pivotal role, this study intended to investigate Iranian EFL teachers’ awareness of CP and explore the possible effects of teaching experience on their awareness of CP via a CP questionnaire and a semi-structured interview. Furthermore, to evaluate teachers’ actual classroom application of CP, online EFL classes were observed. The results indicated that teachers’ awareness of the significance of CP principles did not help them fully implement the principles in their online teaching practices. A significant relationship between teaching experience and some subscales of CP principles was also found. The findings of this study can offer some implications for English teachers in the post-method era to rethink their previous critical views towards English language teaching and their roles as facilitators.
 

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Being a promising component of educational and occupational success, the inclusion of critical thinking in various aspects of schooling has gained momentum in recent years. Therefore, the present study investigated the Iranian 12th grade English language final examinations based on Bloom’s revised taxonomy in terms of “knowledge dimension” and “cognitive process dimension” over the last five years of exam administration. Using a quantitative content analysis design, the items of the aforementioned examinations administered from 2019 to 2023 were analyzed. The findings of the study showed that the frequency of “conceptual knowledge” items in the “knowledge dimension” and “understand” items in the “cognitive process dimension” were significantly higher based on the results of Chi-square test. Moreover, the frequency of items relevant to lower-order thinking skills was found to be considerably higher than that of the items related to higher-order thinking skills, although instances of top cognitive level items could be traced in these examinations. It was also revealed that there was no considerable change with regard to the inclusion of the two dimensions of Bloom’s revised taxonomy over the five years of administration under study. The results of this study can be a fillip for policy makers, textbook developers, and teachers to accelerate the required changes regarding the consideration of inclusion of critical thinking-based tasks in textbooks, lesson plans and examinations.
 

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Human beings have interactional nature, and with the passage of time, always try to present their ideas, expectations, and worldviews to the humanity. In the past, since the mass media was not easily accessible to everyone, graffiti was considered a powerful tool for transmitting thoughts and inclinations. In other words, as graffiti is affected by a specific line of thinking, it is possible to follow linguistic and cultural patterns. The current paper tries to investigate the existing common linguistic patterns in English and Persian graffiti in order to understand their social and behavioral patterns better. The research findings show that graffiti follow a distinguished linguistic pattern and are systematic, in a way that they can be compared with seven linguistic functions of Halliday. By systematic, it means that the graffiti can be analyzed through linguistic and cultural frameworks. However, the results showed that there are some differences in English and Persian graffiti. In Persian graffiti, instrumental, imaginative, and interactional designs are frequent. The research analysis that has been conducted in the social domain verifies the existence of such features in the East. In English graffiti, too, personal and regulatory functions more frequent than the Persian ones and these differences are also related to cultural indices of the two languages.

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