This thesis is a critical action research to explore the pedagogical challenges and possibilities by adapting a critical literacy in an EFL college writing class supported by a video-authoring project. Mainly, it focuses on three parts of the study; 1) How will develop the theoretical notions of a critical literacy in an EFL classroom, in particular, EFL writing classroom?, 2) What are the struggles and conflicts in an EFL critical literacy classroom?, and finally, 3) Are EFL students empowered and emancipated in their EFL writing tasks supported by a video-authoring project? With these main questions, the data findings indicated although the Korean EFL students did not want to disrupt their social conformity by supported by a critical literacy discourse. However, as the students got exposed to the critical discourse, they started to identify, question, and reflect their subjectivity in relations to objectivity. In the process, the students see their subjective knowledge and norms valuable with authorship. In addition, the students' participations in class projects of a video-authoring project and EFL academic writing were increased, rather than acquiring English language skills in traditional classrooms. By building their own knowledge in their projects, the students are also empowered with a sense of responsibility. Therefore, although it was to take a risk to adapt a critical literacy to EFL teaching and learning contexts, the data findings presented the pedagogical possibilities such as building authorship and students' own knowledge production in the learner-centered approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]