Postmethod Pedagogy Research Articles

THE ROLE OF CONTRASTIVE ANALYSIS IN TEACHING TURKISH AS A FOREIGN LANGUAGE IN THE CONTEXT OF POST-METHOD PEDAGOGY

Language learning is becoming increasingly important in the current field of Intercultural communication. As a result, educators and experts face challenges in deciding which teaching methods to use when teaching a second foreign language. To address this issue, it is crucial to conduct new researches from theory to practice or from practice to theory, based on the fundamental principles of the post-method pedagogy, the learning environment, learners’ needs, and teacher’s professional competencies. Contrastive analysis is a method that provides instruction based on the nature of the language while also addressing the needs of students in solving problems encountered by Kazakh learners when studying Turkish as a foreign language. At this stage, the aim of this study is to determine the significance of contrastive analysis within the post-method framework. The research is based on a qualitative research design. Additionally, a semi-structured interview form was used to achieve the study’s objective. The interviews involved 15 students learning Turkish as a foreign language at the Faculty of Philology, Abai KazNPU. Data analysis was conducted using content analysis based on the “code-category-theme” approach with the MaxQDA 24.4.0 program. The findings revealed that the method supports post-method strategies such as minimizing perceptual mismatches, enhancing language awareness, activating intuitive heuristics, integrating language skills, supporting learner autonomy, and raising cultural awareness, thereby making the learning process effective, simple, and suited to learners’ needs. These results are expected to be valuable for both theorists and practitioners in foreign language education during curriculum development.

Cultural Historical Activity Theory: A Conceptual Framework for Analysing Post- Method Pedagogy

Cultural Historical Activity Theory (CHAT) serves as an effective theoretical framework for analysing post-method pedagogy, providing valuable insights into the complexities of educational practices. This framework integrates social, cultural, and historical contexts, allowing for a comprehensive perspective that examines patterns influencing educational processes, cognitive development, and equitable education. At the heart of CHAT is the concept of expansive learning, which emphasises the continuous improvement and evolution of teaching methods over time. This approach advocates for adaptive and innovative practices that respond to the dynamic needs of learners and the ever-changing educational environment. By incorporating CHAT into post-method pedagogy, educators can significantly enhance their teaching practices, fostering more democratic, versatile, and effective methods that engage all students. This paper delves into the impact of CHAT on education, tracing the foundational narrative of its development through the contributions of three generations of influential scholars, from Lev Vygotsky to Yrjö Engeström. CHAT distinguishes itself by moving beyond mere rote cognitive accumulation, offering a conceptual toolkit for refining, and leveling pedagogical practices. Key elements of CHAT include the division of labour, which defines roles within the teaching and learning process, and mediating means, which involves the tools and resources utilised in learning. The central theme of expansive learning underscores the ongoing improvement of teaching methods, illustrating CHAT's practical application in English language instruction. By fostering inclusive learning environments, CHAT effectively addresses real challenges faced today in education. For educators seeking to strengthen their teaching methods, adopting CHAT offers a transformative pathway which is accessible to everyday teachers striving for positive change in their instructional practices. Integrating CHAT dynamics into teaching holds significant promise for those committed to continuous improvement in the field of education.

Influence of Post-Method Pedagogy on Chinese EFL Teachers’ Perception of Teaching Approach

Influence of Post-Method Pedagogy on Chinese EFL Teachers’ Perception of Teaching Approach

The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents

This bibliographical article delves into the historical trajectory that culminate in the contemporary challenges of English as a Foreign Language (EFL) instruction in Brazilian schools. It elucidates the evolution of language teaching methods, from traditional approaches to modern pedagogies, such as the Communicative Language Teaching (CLT) approach and postmethod pedagogy. Moreover, it traces the development of legal frameworks guiding EFL education in Brazilian schools, from colonial times to the present day, highlighting significant policy shifts and implementation challenges. Despite recent efforts for English as a foreign language education in Brazil, practical barriers persist, including low literacy rates, inadequate infrastructure, and limited teacher training programs. The article emphasizes the importance of acknowledging the social contexts and historical developments that shape EFL instruction in Brazil and advocates for tailored teacher development activities to address the unique needs of Brazilian EFL educators. By contextualizing the challenges and complexities of EFL teaching in Brazil, this article may offer insights for enhancing language education practices and policies in the country, with an emphasis on teacher education.

Lord Krishna as a Deconstructionist Teacher in the Bhagavadgita

The Gita, a classic of Hinduism, has been studied over different periods and perspectives. In this study, the Gita was studied as a pedagogical text and analyzed founded on the theory of deconstruction vis-à-vis postmethod pedagogy. It was discovered that, as a teacher, Lord Krishna used deconstruction in his pedagogy, so he was identified as a deconstructionist teacher. Then, this role of a teacher was further discussed with reference to the role of a teacher in postmethod pedagogy and concluded that deconstructionist is the most significant role of a teacher in postmethod pedagogy. Thus, this study claims that if teachers play the role of a deconstructionist teacher in pedagogy, quality in education can be ascertained.

Post-Method Perspective in Tertiary Education in Morocco

Kumaravadivelu’s seminal work on post-method pedagogy (1994, 2001, 2003, 2006) has signaled a pressing need to break away from conventional methods of language teaching and, in the meantime, announced the dawning of the post-method era. The latter has suggested pedagogic parameters and macro-strategies to place the ELT profession on a new trajectory. Within this scope, it has become a requisite to investigate this perceptual shift in the Moroccan teaching environment. The present research thus aimed to determine whether English language instructors in tertiary education subscribe to the post-method pedagogy or still rely on established methods. To verify the claim, the practicality and useability of macro-strategies were put to the test. 123 English language instructors from 12 Moroccan public universities willingly accepted to respond to an online survey questionnaire. It has been shown that over half of the participants adhered to the post-method pedagogy. Upon testing the influence of macro-strategies on the pedagogical decisions of instructors, the percentage massively upsurged. That was a key indicator for the transition into the post-method framework in some public universities. This represents ample evidence for the existence of the post-method perspective in tertiary education in Morocco.

Achievement Goal Orientations of Iranian EFL Teachers in Postmethod Pedagogy Expertise

Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets. Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding. Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators. Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.

Assesing the Teaching Practice of English Instructors in Ethiopian Universities through the Lens of Post-Method Pedagogy

Assesing the Teaching Practice of English Instructors in Ethiopian Universities through the Lens of Post-Method Pedagogy

Pedagogical Shift in ELT through Post-method Pedagogy

As the field of language teaching has been influenced by different methods and approaches developed over time, the pedagogy journey has been shifted from method-based teaching to post-method pedagogy. This article critically examines the same pedagogical shift from method-based model to post-method pedagogy that the ELT situation at present is in a transitional period regarding language teaching applying the beliefs and principles of both PPP (i.e., presentation, practice, and production) model and PPP (i.e., particularity, practicality, and possibility) pedagogy. The beliefs, principles, features, and criticisms published in different books and journals at different times are major sources of information for this article. The critical examination of those ideas in connection with my own teaching-learning experience showed that the pedagogical shift from method-based teaching to post-method pedagogy is a turning point in language teaching because the method-based model prescribes teaching procedures without considering the contextual, practical, and political factors and issues, whereas post-method pedagogy gives primary emphasis on those contextual factors and local issues. Thus, psychological, contextual, glocal, socio-economic/political, and research-based teaching and learning perspectives have been discussed as the major themes of this article.

The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers

ABSTRACT In light of some of the challenges of the present day, such as the changes brought about by the COVID-19 pandemic, the needs of the 21st century, and post-method pedagogy, reflection in education has become a must rather than a luxury. Despite the attention given to this line of research, studies on reflection in Morocco are relatively scarce. Therefore, this study aims to shed light on reflective thinking among Moroccan EFL teachers. It seeks to investigate 1) whether there is any significant difference between male and female teachers in reflective thinking, and 2) whether teaching experience significantly differentiates teachers’ reflective thinking. Data was collected from 127 teachers using the Teachers’ Reflective Thinking Questionnaire. The relevant statistical tests used revealed that neither gender nor teaching experience made a difference in reflective thinking among our sample of teachers. Building on this, it is high time other factors that may affect teachers’ reflective thinking were considered. To this end, valuable implications for language teaching and teacher training in Morocco are drawn based on the results of this study including the provision of professional development opportunities to equip preservice and in-service teachers with the skills needed to become successful reflective practitioners.

Enacting Paulo Freire’s Thoughts in the University English as a Foreign Language (EFL) Classroom Through the Analysis of Mo Salah Phenomenon in the UK

In this paper, we present an example of how the selected texts (on the footballer Mo Salah) can potentially be discussed in the university EFL classroom especially (Critical) Discourse Analysis course using Freire’s seminal work on Critical Pedagogy (CP). We do it by firstly introducing Freire’s concept of CP which includes problem posing education and dialog as elaborated by Durakoglu et al. (2013). Then we move on to highlight the previous works conducted on CP in Indonesian EFL contexts and provide critical analysis of how the particular texts drawn from Anwar’s (2016) unpublished thesis on Mo Salah's phenomenal career could be analyzed using Freire’s concepts. Closing this reflection, we locate this paper within critical approaches to English Language Teaching such as post-method pedagogy and post-structural and post-colonially informed teaching.

Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal

The purpose of this article is to familiarize the popular concept, Post Method Pedagogy, that has been emerging in the field of English language teaching and its importance in a developing country like Nepal where English language is regarded as the foreign language. The idea of post-method pedagogy was first put forward by Kumaravadivelu in 1994. It is an attempt to go beyond the quest for the best method best restrictions in language teaching. Pedagogy in this premise is not limited to classroom strategies, institutional materials, curricular objectives, and evaluation measures, but also covers traditionally overlooked areas such as historical, political, and socio-cultural experience. It is a three-dimensional system with three pedagogic parameters: particularity, practicality, and possibility. The parameter of particularity rejects the notion of a perfect method and instead emphasizes that teachers’ critical awareness of environmental factors should be the primary consideration for language pedagogy. Next, the dimension of practicality is presented as a way for teachers to develop in their practice by theorizing from their practice and practicing what they theorize instead of relying on external sources of knowledge. Third, possibility stance emphasizes that, via critical pedagogy, social inequality can be exposed, the status quo can be questioned, individuals have the possibility to reform their identities, and social transformation can take place. The boundaries of the three parameters are somewhat unclear and the characteristic features of these parameters overlap. They shape and are shaped by one another. They interact with each other. However, it can be said that they together constitute the features of ELT classrooms in the Nepalese context with some basic challenges.

Post Method Pedagogy: Opportunities and Challenges in EFL Context of Nepal

Post-method pedagogy is an attempt to go beyond the quest of the best method or method-based restrictions in language teaching. Pedagogy in these premises is not limited to classroom activities, teaching materials, curricular objectives, and evaluation procedures, but also covers traditionally overlooked areas such as historical, political and socio-cultural experience. It is a tripartite system with the three pedagogic parameters such as particularity, practicality, and possibility. This research was conducted to explore the opportunities and challenges of adopting post method pedagogy in the EFL context of Nepal. The research uses document analysis and auto ethnographic evidences as the source of data. The analysis of data results that the application of three pedagogic parameters of post method pedagogy is an opportunity to improve the EFL practices in Nepal. The research also indicates that there are diverse challenges to bring these pedagogies into practice. This research implies the urgency of post method pedagogy for improving EFL situation of Nepal is urgent.

Native Language in English as a Foreign Language Classes: Teachers’ Lived Experiences

Along with the prevalence of post-method pedagogy in English language teaching, the use of learners’ native language (NL) in English as a foreign language (EFL) context has become a vital issue. Considering the issue, this article aims to dig into the phenomenon of NL usage with special reference to Nepal. For achieving this objective, I followed a phenomenological study design to explore the teachers’ lived experiences. I purposively selected ten university English language teachers to observe their EFL classes based on age, qualification, gender, and teaching experience. The information obtained from the unstructured classroom observation led me to the four themes such as conditions, reasons, strategies and consequences. The findings reveal that most informants used NL for better and more efficient communication; they used NL in different ways; and learners were at ease, self-assured, and pleased with NL usage. This implies that EFL teachers need to use the learners’ NL sparingly.

Post-method practice in the English First Additional Language classroom: A transformative language pedagogy

In the study reported on here we investigated the use of post-method practice to optimise pre-service teachers’ teaching practice and English First Additional Language (EFAL) proficiency. This study was premised on the theoretical framework of Paulo Freire’s critical pedagogy which promotes diverse perspectives in language learning and teaching among teachers and learners. Qualitative data were collected using semi-structured interviews with 10 (n = 10) third year pre-service teachers enrolled in a 4-year Bachelor of Education (BEd) degree programme in the Department of Language Education, School of Education at the University of Limpopo, South Africa. We found that post-method pedagogy enables pre-service teachers to monitor their teaching process and optimise learners’ potential to learn, which affords them opportunities for critical reflection on the self and the social world, as well as opportunities to form learning communities. The results suggest that post-method pedagogy enables pre-service teachers to recognise their prior and current knowledge, and their potential to teach and act autonomously. This promotes their ability to know how to develop a reflective critical approach in their teaching by analysing and evaluating their teaching acts, initiating change in their classroom practices, and monitoring the effects of these changes. We concluded that post-method practice could provide teachers, curriculum developers and researchers with an understanding of the realisation of post method in teaching and learning of EFAL in South African classrooms.

Maáyir Ma Ba’d al-Thariqah al-Baidagujiyyah al-Tsalatsah fi Alqurán al-Karim

This research aimed to find the pattern of three parameters of the post method in Alqurán. This study adopted qualitative research with a literature review model. The object of this research was a pattern obtained from three post method parameters with al-kalimah al-miftahiyyah in Alqurán. The data collection rested upon Qur’anic verses and their interpretations To conduct data analysis, the researchers used content analysis by Klaus Krippendorff. This study revealed the patterns of three parameters of postmethod pedagogy in the Qur’an, such as; particularity from the word “hikmah” wisdom which is with the mind and has an understanding as deep research; the parameter of practicality from the words ulul albab as the symbol of deep thinking, ulul abhsar as the symbol of deep feeling, and ulin nuha as the symbol of deep character; and parameter possibility from the word as-shabr as a power in the deep application.

The Impact of Post-Method Pedagogy on Iraqi EFL Teaching Strategies

The main aim behind the current study is to bring new insights into teacher development by concentrating on Post-Method Pedagogy (PMP), as it is assumed to be one of the excellent alternatives to the shortages of using traditional techniques. PMP or post-method era is first put forward by Kumaravadivelu in 1994. It occurred as a reaction to the claim that the ideal method in teaching English unrestricted by the method-based boundaries. Kumaravadivelu sees PMP as consisting of 3 sided classifications with 3 pedagogic parameters: possibility, practicality, and particularity; also, he suggests micro-strategies in the schoolroom. For the former concept to be clearly explained, the study focuses on case studies to examine the beliefs of students and teachers regarding post-methods and methods, also knowing if the current activities of teaching are consistent with all PMP micro-strategies through teaching technique, teaching interaction, teaching content and teaching object alternatively. There are 3 instruments of research measurement that have been adopted, i.e., classroom observations, interviews, and questionnaires. In this research, the results show that the application of PMP plays an essential role in the Iraqi EFL context and increases both teacher autonomy and student ability to perform English language in a better way.

Exploring Teachers' and Students’ Attitudes towards English Language Large Classes at Herat University, Afghanistan

This study is qualitative research that seeks to investigate the large class teaching challenges and the instructors' coping strategies through the perspectives of five English language instructors of the English Department of Herat University. Furthermore, the perspectives of ten juniors and seniors of the English Department of Herat University on large EFL classes are also explored. The data collected through face-to-face semi-structured interviews were analyzed thematically. In other words, the data were divided into major and sub-themes, considering the study’s theoretical framework-Kumaravadevelu’s post-method pedagogy- and the research questions. The findings indicated that challenges, such as multi-level students, under-resourced context, a large number of students, giving feedback, assessing students, classroom management, and students' engagement, are the challenges behind large classes in Afghanistan. Further, reducing the number of students, providing teachers with capacity-building programs and teaching resources are also discussed.

SHIFTING PARADIGM IN THE 21ST CENTURY: PLANS TO REORIENT INDIAN SCHOOL LEVEL ENGLISH LANGUAGE TEACHERS AND TEACHER EDUCATORS

This paper aims at presenting some of the additions and modifications in bridging the gap between the earlier planning and policies and the emerging challenges in English language education in India and then suggests how to reorient Indian English language teachers basically at primary and secondary levels keeping in view the national and international requirements. Firstly, it reviews the English language teacher education and current practices of English language teaching and learning systems both in vernacular and English medium schools in India. Secondly, it critically examines the national policy documents such as Position Papers and curricula for English. Thirdly, it focuses on the drawbacks in the existing practices of English language education and the emerging global challenges of communication and interpersonal skills. Then, it chalks out a plan for redesigning the basic teaching-learning systems which includes psychological, socio-cultural, pedagogic and professional factors to be considered in the inter-related domains. It also envisages the typical Indian multilingual and multicultural contexts and redefines rural area English language teachers’ responsibilities in strategy and skill-based classroom orientation with updated scientific knowledge of teaching and learning on indigenous bases by introducing the tenets of post method pedagogy and ka:rmik language teaching approach.

PROCESS-BASED FLIPPED CLASSROOM IN THE TEACHING OF ESL WRITING

The English language is one of the most important language in the world the fact that it is considered as a universal language by the fact that how much it is used in peoples communication accord the world. Not everyone in the world certainly speaks fluently in English, but the fact that it is widely used wherever we are whether locally or even travelling in the foreign countries. Out of the four skills of language acquiring writing skill is undeniably the hardest skill to be taught and learnt in classroom with a short time constraint in a school day, which is one of the reasons that it is always to be given as a homework for students to do at their home. However, the writing product written by learner is fairly disappointing and does not seem to correlate with their abilities in some other language abilities. Thus, this paper will be discussing about Flipped Classroom Approach and Process-based Approach would help in enhancing students writing performance respectively. This SLR paper are using few inclusions in order to retrieve related articles using the right keywords. At the end of this paper, authors will proposed a combination of the two approaches using the post-method pedagogy.