ACREDITATION
The application of critical discourse analysis extends beyond its usage in analyzing and observing social and political materials that are inappropriate for use in English language teaching (ELT). With the aid of the CDA, students will analyze, code, and understand textual content to enhance their speaking skills as they build arguments. This literature study examined pertinent critical discourse analysis studies released in respected journals or as conference proceedings between 2009 and 2021. After that, the papers were sorted and divided into three groups according to the following themes: (1) CDA's contributions to speaking instruction, (2) EFL learners' issues with CDA in their speaking abilities, and (3) studies on the pedagogical effects of CDA on instruction.
Saputro, I. E. ., & Yulianingsih, L. (2024). Critical Discourse in Teaching English of Speaking Skills. ETDC: Indonesian Journal of Research and Educational Review , 3(2), 139–145. https://doi.org/10.51574/ijrer.v3i2.1501
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- Hamdi, S. A. (2023). Developing critical perspectives among EFL learners: Insights from language educators. Education Sciences, 13(1), 81.
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- Howlett, C., Ferreira, J. A., & Blomfield, J. (2016). Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach. International Journal of Sustainability in Higher Education, 17(3), 305-321.
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- Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education, 30(4), 383-397.
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- Xiong, T., & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A critical discourse analysis. Asia Pacific Journal of Education, 32(1), 75-92.
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