Results from research about language learners can be strengthened by including the learners themselves in the data analysis, and inviting them to check researcher interpretations to confirm the validity of the data, to search for alternative interpretations, and to delve deeper into their beliefs. Using critical participatory looping (CPL), the authors give compiled results, gathered from surveys or assignments, back to the original participants. They developed CPL based on Freire's (2007/1970) participatory principles and Dewey's (1910) pedagogy of reflective thinking for motivating learners, the four phases of which are experience, description, analysis, and intelligent action. In this article, the authors outline a rationale for practicing CPL and relate it to past research and preexisting teaching methods that they discovered were relevant. They provide two examples of their own research with CPL and discuss how it strengthens the credibility of their interpretations, and how it has increased learner engagement and motivation. (Contains 1 table and 1 figure.)