Vol. 2, Issue 7, Part H (2016)

Abstract
This study attempts at introducing critical pedagogy in addition to its possible applicability in EFL classrooms in some Colleges of Arts in KSA. (Giroux, 1997) defines critical pedagogy as follows: While pedagogy is most simply conceived of as the study of teaching and learning (Knowles, 1973), the term critical pedagogy embodies notions of how one teaches, what is being taught, and how one learns. In this study Critical pedagogy is mainly aims to view the relationship between Language learning and social change. Through a quantitative method the necessary data has been collected to undertake this study. A questionnaire was distributed to (40) EFL students at Qassim University. The aim of the questionnaire was to gather the necessary data as related to the learners’ attitudes towards the importance of the overall improvement of syllabuses, as well as the importance of considering their vital role regarding what they need the language for, in colleges of Arts in KSA. The result of the study shows that English language and literature courses require more improvement, and that students are in need to take part ahead in decisions making regarding what course they have to take that lead to expected outcomes. This situation increases their motivation and may create positive attitudes towards English Language learning. The study also shows that teaching English is done via lecturing where professors talk more than they listen to the learners.