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Abstract
This integrative literature review aims to fill a gap in EFL research by exploring how it can be used to disrupt colonial narratives in a broader social context, an issue of critical significance in contemporary education. The articles selected were organized in specific key topics as follows: decolonial theories in EFL application, teacher training programs, practical examples, and the role of EFL in power dynamics. The findings showed that EFL decolonial practices need spaces to develop, teacher training programs, EFL materials elaboration, and a change in power dynamics. The development of decolonial EFL practices is the possibility to start a change that may bring intercultural interchange and equal opportunities for learners, and a more realistic approach to generate intrinsic motivation.
References
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