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Abstract The article examines an action research of negotiated curriculum in a university‐level EFL (English as a Foreign Language) classroom. Drawing on critical pedagogy, this study is best suited to action research as negotiated curriculum can be explored with a deeper understanding through action‐oriented research. The research details how negotiated curriculum affects learning and teaching in an EFL classroom. Data collection methods included participant observation, teacher journals, student journals, and minutes of student meetings. The findings revealed that student choice, participation in classroom management, negotiated assessment, collaborative dialogue, and student‐led activities can be considered in a negotiated curriculum. Moreover, it was indicated that the negotiated curriculum contributed to speaking skills, learner engagement, motivation, self‐confidence, and enjoyment.
Eylem Oruç (Thu,) studied this question.