Constructing an Emancipatory Learning Environment in Iranian English Classes through Dialogue Journal Writing as an Educational Tool

This qualitative study applied dialogue journal writing to explore its effectiveness on language learning and critical literacy skills of 45 EFL students with the age range of 10-13 in an Iranian EFL context. Data analysis of 500 entries showed students' emancipation from banking education constraints, their empowerment to voice, enhancement of motivation and positive feelings, as well as improvement of their linguistic competence. Based on the findings of this study, language teachers are suggested to use this educational tool to transform their pedagogy and enliven students' language learning.