The study and use of language vis-à-vis the distribution of power in society is not commonly addressed. This study explores a group of Thai EFL (English as a Foreign Language) university lecturers’ standpoints on critical applied linguistics (CAL) and how this notion leads them to question their ways of teaching and undertaking research in the field. Two data collection methods are employed: a questionnaire and a focus-group interview. It is found that the conception in question appears to be unprecedented to most of the participants. Overall they rarely problematize or criticize their own pedagogical practices regarded as a constraint that needs to be solved regarding political dimensions and power relations involved in mainstream applied linguistics as in language hegemony, language policy and planning, language testing, and language rights. When it comes to conducting professional research, likewise, nearly all have a difficulty defining and determining what it is to be critical. Critical pedagogy, one of the aspects of CAL, is specifically introduced, raising the participants’ awareness of previously unquestioned practices, enabling them to unpick EFL teaching from a different angle. Concurrent with the 21st century skills needed in teaching and learning at present, CAL and criticality can pave a way for EFL teachers to look at problems in a new way and even further connect learning EFL to other subjects and disciplines.

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