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In the last decade, new trends have been developed in the study of foreign/second language learning, especially English. In this respect research has shown that language should give learners the power to talk, to express their thoughts and to understand a variety of different perspectives. The present research was an attempt to implement Freire's philosophy of teaching, that is critical pedagogy, in EFL university classrooms with respect to students' Iranian-Islamic socio-cultural backgrounds. In other words, this study explored how learning English socially and linguistically empowered foreign language learners. An examination of this teaching methodology using interpretive qualitative methods uncovered the elements participants considered essential for efficient learning and teaching. Results of the study reveal that teachers as "transformative intellectuals" empowered student voice and developed critical dialogue. Furthermore, through the authentic use of language, the act of reading, writing, listening, and speaking helped students to construct meaning freely.