This study aimed at designing a scale for developing EFL materials based on the principles of Critical Pedagogy. In so doing, a qualitative thematic analysis method was used. The participants of this study consisted of 20 (10 males and 10 females) EFL experts with more than 15 years of teaching EFL at the university level with at least one published paper on critical pedagogy and materials development, who were selected through purposive sampling from different states and Azad universities in Iran. To collect the data, a semi-structured interview was implemented. The existing literature on critical pedagogy and different materials development models was reviewed so that through merging the interview and literature review data, the recurrent categories can be identified and converted into the items of the intended scale. To analyze the data, thematic analysis was used. The following main themes were revealed as the main themes for CP-based EFL materials development: Defining CP-based objectives, developing CP-based content, encouraging CP-based teaching methods, encouraging CP-based evaluation procedures, and defining CP-based roles for teachers and students. Based on the extracted themes, a scale was developed into six categories. The developed scale consisted of 50 items in a five-point Likert range from 1=strongly disagree to 5=strongly agree. The findings have some implications for EFL teachers, learners, curriculum planners, and researchers. تفاصيل المقالة

As a transformative approach, Critical Pedagogy (CP) explores the dialogic relationship between teaching and learning. As steps toward materializing the tenets of Critical Pedagogy (CP), the present study aimed at obtaining pieces of evidence for identifying instructors’ and teachers’ perspectives on a newly developed Critical Pedagogy (CP) based materials development scale in an EFL context to assess the validity and reliability of the newly developed scale. In doing so, 356 EFL instructors and teachers from different educational contexts in Iran were selected through availability sampling. To determine the validity and reliability of the scale, a quantitative study using a survey-correlational design was employed. The instrument used for data collection was the scale already developed for Critical Pedagogy (CP)-based materials development in a previously conducted study by the same researchers of the present study. To analyze the data, SPSS and AMOS 26 were employed using Exploratory and Confirmatory factor analysis, along with Cronbach’s Alpha test. The outcomes provided evidence that supported the validity and reliability of the developed scale. It was concluded that the already-constructed scale based on Critical Pedagogy (CP) tenets could be applied to the EFL materials. The outcomes can be beneficial by notifying the EFL teachers, materials developers, and researchers that education is a two-way process in which teachers and learners cooperate with each other to create efficient educational contexts. This scale is the representative of the macro-level of society and micro-level of classroom language skills leading to social transformation. تفاصيل المقالة