This quasi-experimental research investigates how Critical Language Pedagogy impacts vocabulary learning among second-year Moroccan middle school students studying English as a Foreign Language (EFL). Two groups of 25 participants were assessed before and after a three-month intervention. The study provides insights into the effectiveness of critical language pedagogy in enhancing vocabulary acquisition. Pre- and post-intervention data reveal that the experimental group, receiving critical language pedagogy-based instruction, showed significant improvement on the post-test. A paired t-test analysis confirmed a statistically significant difference with a p-value (p < 0.05), indicating critical pedagogy's positive effect on vocabulary learning. This research highlights the value of critical language pedagogy for EFL educators and instructional designers, suggesting its potential to boost vocabulary and overall language development. Future studies could explore its long-term influence on language proficiency in EFL contexts.
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DOI: 10.4018/979-8-3693-5421-6.ch007
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