The aim of this empirical study was introducing critical discourse analysis (CDA) as a new research technique for assessing oral presentations of EFL university learners Three voluntary EFL participants in Level 8 constituted the sample of the study. They were given each twenty minutes to deliver an oral presentation on the topic agreed upon with them beforehand. The participations were tape-recorded, transcribed, codified, analyzed and then interpreted in the realm of the dimensions of social discourse: speech analysis, processing analysis and social analysis related to language, power and ideology respectively. The findings revealed that CDA can be a research technique, an analytic tool and a procedural methodology that enables a vigorous assessment of social discourse and what is meant to describe and explain, since language is used as a form of social practice. The study provided a five-step cognitive map as well as CDA sheet with an assessment rubric in order to help the researchers concerned to follow when conducting a similar study.
. (2015). Critical Discourse Analysis (CDA): A New Research Technique for Assessing EFL Learners’ Oral Presentations. مجلة کلية التربية - جامعة المنوفية, 2015(1), 174-233. doi: 10.21608/muja.2015.109583
MLA
. "Critical Discourse Analysis (CDA): A New Research Technique for Assessing EFL Learners’ Oral Presentations". مجلة کلية التربية - جامعة المنوفية, 2015, 1, 2015, 174-233. doi: 10.21608/muja.2015.109583
HARVARD
. (2015). 'Critical Discourse Analysis (CDA): A New Research Technique for Assessing EFL Learners’ Oral Presentations', مجلة کلية التربية - جامعة المنوفية, 2015(1), pp. 174-233. doi: 10.21608/muja.2015.109583
VANCOUVER
. Critical Discourse Analysis (CDA): A New Research Technique for Assessing EFL Learners’ Oral Presentations. مجلة کلية التربية - جامعة المنوفية, 2015; 2015(1): 174-233. doi: 10.21608/muja.2015.109583
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