EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness

The present study sought to investigate the attitudes of upper-intermediate EFL female learners toward writing instruction based on critical language awareness (CLA). Sixteen participants were selected based on their performance on a quick placement test (QPT) and a writing task. Three instruments namely, QPT, a researchers made opinionnaire and semi-structured interview were used to elicit the data. The findings of the opinionnaire and semi-structured interview revealed an overall positive attitude toward CLA-based writing class. This study might be of help to writing teachers, and textbook and syllabus designer in that they can bring critical language awareness into consideration in EFL context