Ördem, Eser2025-01-062025-01-0620202148-77822148-959910.29000/rumelide.843340https://doi.org/10.29000/rumelide.843340https://search.trdizin.gov.tr/tr/yayin/detay/482140https://hdl.handle.net/20.500.14669/655Studies on critical pedagogy and technology have been on the rise in recent decades. However, bringing critical pedagogy and critical theory of technology together has been hardly studied in English language teaching (ELT) and English as a second language (ESL). This study aims to enable the researcher and learners to compare two different technologies by using participatory action research (PAR). The participants (n=35) were given two data collection tools composed of a questionnaire and semi-structured interview form. The researcher and the learners collaborated with each other in each stage of the online syllabus preparation. The findings show that the learners developed negative attitudes towards the non-interactive Versant English Test (VET) and the online platform provided by the textbook publishers. However, the learners developed positive attitudes towards the use of the interactive online Google discussion platform where they were able to debate sociopolitical issues within the framework of critical pedagogy. In addition, the findings also imply that familiarizing learners with critical pedagogy and critical theory of technology can endorse authenticity, agency, reflection, action and praxis via online platforms.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıArticle763217504821400