The Impact of Critical Pedagogy on Moroccan Middle School Students’ Writing Skills in English: A Quasi-Experimental Study

• Published in: Studies in Linguistics, Culture and FLT (Online) Vol. 13; no. 1; pp. 55 - 70
• Main Authors: Bendraou, Rachid, Sakale, Sana
• Format: Journal Article
• Language: English
• Published: Konstantin Preslavsky University of Shumen 2025; Шуменски университет »Епископ Константин Преславски
• Subjects: Applied Linguistics; Language acquisition; Language and Literature Studies; critical thinking; middle school students; critical pedagogy; writing skills
• ISSN: 2534-952X; 2534-9538; 2534-9538
• DOI: 10.46687/FRHQ7411

This study investigates the impact of critical pedagogy on the writing skills in English of second-year Moroccan middle school pupils, filling a vacuum related to educational literature. Recognizing the significance of writing competency for academic success and personal expression, the study investigates how critical pedagogy concepts can help students improve their writing skills. To examine changes in writing skills, a quasi-experimental design with experimental and control groups was used, including pre- and post-test scores. The study indicated that the experimental group considerably outperformed the control group (p < 0.05) in writing scores. This highlights the effectiveness of critical pedagogy in enhancing writing skills and arguing for instructional techniques that foster independent learners. The findings imply that using critical pedagogy can significantly increase academic performance. Furthermore, the research underlines the importance of including critical pedagogy approaches in teacher education programs. Future research should investigate the long-term impacts of critical pedagogy on different elements related to student learning and personal development, with an emphasis on its ability to improve writing abilities, critical thinking, and self-expression.