-This study is designed as a qualitative case study to explore the application of the instant messaging platform QQ in an EFL class in China, aiming at promoting learners' critical literacy. After analyzing the data collected in observation, surveys and interviews, this study finds that QQ can serve for building a learning environment that encourages deep content-based discussions in critical literacy activities. The author also presents some suggestions for future educational research and practice, as well as the implications for software engineering.
Based on the analysis of discourse in an EFL classroom engaging critical pedagogy, this paper argues that even though critical pedagogy encourages the voices of students, it is still obvious to find evidences of power relation in classroom interaction. Accordingly, a case study is conducted to explore how to unveil the unbalanced power relation in such classroom setting by analyzing data in classroom observation, audio recording and interviews from the phonological level, lexical level, conversational structure level, and generic structure level. It is hoped that teachers could get some enlightenment on ways of empowering both teacher and students in future educational activities.
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