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Journal articles on the topic 'Postmethod Pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Zokaeieh, Siavash, and Ebrahim Fakhri Alamdari. "Revisiting the Tenets of Critical Pedagogy in Postmethod Pedagogy to Highlight the Concept of Intellectualism." International Journal of Applied Linguistics and English Literature 7, no. 3 (2018): 214. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.214.

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Postmethod pedagogy and critical pedagogy have influential roles in education and language teaching. A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, however, they may not be entirely aware of the oppositional intention and dynamicity of this model. This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches. Furthermore, some criticisms towar

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Kamali, Hari C. "'Deconstructionist' as the Role of a Teacher in Postmethod Pedagogy." Technium Social Sciences Journal 19 (May 8, 2021): 67–75. http://dx.doi.org/10.47577/tssj.v19i1.3324.

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Postmethod pedagogy is the development in pedagogical practices after 1990s and is open to further developments as "a pedagogy in progress" (Kumaravadivelu, 2001). Implication of postmethod pedagogy underpinned by deconstruction has the potentials to make pedagogy more effective for which the postmethod teacher needs to play the role of a deconstructionist teacher. So in this paper I have reviewed the works on postmethod pedagogy and deconstruction and explored how they are interrelated and how they can be exploited as deconstructive pedagogy to make pedagogy more effective in context. As a re

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3

Fiani, Ani, and Syaprizal Syaprizal. "EFL Teachers Perception on Postmehod Pedagogy in Higher Education Context in Indonesia." Linguistic, English Education and Art (LEEA) Journal 1, no. 2 (2018): 216–32. http://dx.doi.org/10.31539/leea.v1i2.283.

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This current study is aimed to investigate EFL teachers perception on postmethod pedagogy proposed by Kumaravadivelu. To achieve the aim, the research method used here is a qualitative case study with nine doctoral students from various universities in Indonesia. The data collection tools are a questionnaire and structured interview. The result revealed that most of the EFL lecturers have already implemented postmethod pedagogy perspective divided into four parts: teaching interaction, teaching strategy, teaching objective, and teaching content although they were not aware yet about the concep

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Motallebzadeh, Khalil, Hanieh Garmabi, and Mehri Bakhtiari Fayendari. "Investigating the Relationship between Iranian EFL Teachers' Conformity to Postmethod Principles and Their Academic Success." International Journal of Applied Linguistics and English Literature 7, no. 1 (2017): 49. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.49.

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In educational world, the language teaching pendulum is swinging away from methods to postmethod pedagogy although its actual emergence in some contexts is under doubt. The present study aims at pursuing whether Iranian English-as-a-Foreign-Language (EFL) teachers conform their teaching approach to postmethod principles and whether there exists a relationship between teachers' willingness and conformity to post-method pedagogy and their academic success perceived by their students. To this end, an exploratory study was undertaken with a sample size of 102 EFL teachers from a number of private

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5

Kumaravadivelu, B. "Toward a Postmethod Pedagogy." TESOL Quarterly 35, no. 4 (2001): 537. http://dx.doi.org/10.2307/3588427.

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Islam, A. B. M. Shafiqul, and Israt Jahan Shuchi. "Deconstruction of Method-postmethod Dialectics in English Language Teaching." Journal of Language Teaching and Research 8, no. 3 (2017): 539. http://dx.doi.org/10.17507/jltr.0803.12.

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After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings

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Paudel, Pitambar. "Teachers' Perception on Postmethod Pedagogy in EFL Classes of Nepal." Prithvi Academic Journal 1, no. 1 (2018): 46–57. http://dx.doi.org/10.3126/paj.v1i1.25899.

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Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context,

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8

Zeng, Zhengping. "Construction of EFL Student Teachers’ Beliefs about Method: Insights from Postmethod." English Language Teaching 11, no. 1 (2017): 93. http://dx.doi.org/10.5539/elt.v11n1p93.

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Student Teachers’ beliefs and their teaching behaviors are interactive and closely related. Student teachers’ any adoption of teaching methods in micro-teaching or teaching practicum is largely hidden behind their beliefs. In this paper, starting with the origin and changes of methods in language teaching method era, the author explains certain terms such as method and postmethod, sorts out the theoretical base of this study which contains postmethod condition and postmethod pedagogy and proposes the idea that postmethod is the heritance, transcendence and development of method. Finally, the a

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9

Even, Susanne. "Drama grammar: towards a performative postmethod pedagogy." Language Learning Journal 39, no. 3 (2011): 299–312. http://dx.doi.org/10.1080/09571736.2010.543287.

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10

Martínez Rodríguez, Diana Katerine. "The postmethod condition, an oportunity for going into a “New pedagogical era”." Revista Educación y Ciudad, no. 20 (December 9, 2015): 117–28. http://dx.doi.org/10.36737/01230425.n20.100.

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One of the current but unknown topics for new English teachers’ generation is the Postmethod condition. Its correct use causes a great impact on the teaching and learning process,for this reason it has been considered as the starting point of a new era in respect to pedagogy specifically for some eastern countries. This is not a research article, but it is more oriented to reflect upon Kumaravadivelu’s ideasand the current situation of the Postmethod Condition in Colombia, as well as, to invite ELT teachers to become part of a “new pedagogical era”. It concludes that Postmethod is a good optio

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11

Kandel, Rajan Kumar. "Postmethod Pedagogy in Teaching English as a Foreign Language: Students' Perceptions." Journal of NELTA Gandaki 2 (December 8, 2019): 91–112. http://dx.doi.org/10.3126/jong.v2i0.26606.

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The study deals with the background context of postmethod pedagogy (PMP henceforth), a context-sensitive and critically practical pedagogy, differentiating it from the traditional concept of teaching by adhering strictly to a particular method of teaching a foreign language (the English language here) with reference to Nepal. It aims to explore the perception and inclination of M. Phil. pursuing students towards PMP in EFL teaching in Nepal. Google form of a questionnaire consisting of closed-ended items was used to collect data from 81 (of whom 65replied) M. Phil. pursuing (in English Educati

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Mercer, Sarah. "Towards a complexity-informed pedagogy for language learning." Revista Brasileira de Linguística Aplicada 13, no. 2 (2013): 375–98. http://dx.doi.org/10.1590/s1984-63982013005000008.

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Focusing on the language classroom, this article attempts to formulate potential principles which could guide, but not prescribe, a complexity-informed pedagogy. To do so, it draws on both existent literature and a consideration of the theoretical framework of complexity for pedagogy. Firstly, the article begins by consolidating key findings from appropriate methodology, postmethod pedagogy, exploratory practice, and ecological perspectives on learning relevant to a complexity perspective. It then continues by explicitly focusing on three sets of key characteristics of complex dynamic systems

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13

Naeini, Arash V., and Nima Shakouri. "Preparing for a Postmethod Pedagogy: A Transformative Approach to Curriculum Development." Theory and Practice in Language Studies 6, no. 3 (2016): 586. http://dx.doi.org/10.17507/tpls.0603.18.

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The three parameters of postmethod pedagogy proposed by Kumaravadivelu (2001), particularly a pedagogy of possibility, are in line with and drew on the works of such critical pedagogists as Giroux (1988) whose idea of transformative intellectuals viewed it rightful for every individual teacher and learner to actively participate in the process of learning with their entire social, economic and political experiences; and even make reformations to the direction of pedagogy based on their understanding. However, curriculum development, as an integral part of pedagogy, may inhibit this transformat

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Bautista Pérez, Nancy Yolanda. "Constructing Sociocultural Awareness from the EFL Classroom." GiST Education and Learning Research Journal, no. 15 (February 23, 2018): 149–72. http://dx.doi.org/10.26817/16925777.394.

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This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection

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15

Islam, Naushin Nazifa. "Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education." IJOLTL-TL (Indonesian Journal of Language Teaching and Linguistics) 5, no. 3 (2020): 135–54. http://dx.doi.org/10.30957/ijoltl.v5i3.633.

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Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any signif

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Mirza Suzani, Samad. "Male vs. Female Mindsets on the Principles of Postmethod Pedagogy: A Case of Iranian EFL Teachers." Khazar Journal of Humanities and Social Sciences 23, no. 2 (2020): 5–23. http://dx.doi.org/10.5782/2223-2621.2020.23.2.5.

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This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the post-method pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and

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Nugraha, Muhammad Anjar, and Slamet Wahyudi Yulianto. "Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 1 (2020): 116–25. http://dx.doi.org/10.35569/biormatika.v6i1.700.

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Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one anothe

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Nugraha, Muhammad Anjar, and Slamet Wahyudi Yulianto. "Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 1 (2020): 116–25. http://dx.doi.org/10.35569/biormatika.v6i1.700.

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Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one anothe

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19

Fathi, Jalil, and Razieh Hamidizadeh. "Iranian EFL Teachers' Willingness to Implement Postmethod Pedagogy: Development and Validation of a Questionnaire." International Journal of Instruction 12, no. 1 (2019): 165–80. http://dx.doi.org/10.29333/iji.2019.12111a.

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20

Khan, Muhammad Asif Ali. "Analysis of EFL Teaching in Pakistan: Method and Strategies in the Postmethod Era." REiLA : Journal of Research and Innovation in Language 2, no. 3 (2020): 93–100. http://dx.doi.org/10.31849/reila.v2i3.4802.

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This study investigates the teaching methods and strategies practised in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogy in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many universities in Pakistan. It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply. The study applied qualitative methods with five English teachers as Foreign Language (EFL) of the public and priva

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21

Hikmah, Hikmah, Mamluatul Hasanah, and Miftahul Huda. "Maáyir Ma Ba’d al-Thariqah al-Baidagujiyyah al-Tsalatsah fi Alqurán al-Karim." Arabiyatuna : Jurnal Bahasa Arab 6, no. 1 (2022): 217. http://dx.doi.org/10.29240/jba.v6i1.3643.

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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 whic

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22

Branigan, Stephen. "Which model of English should we teach?" Półrocznik Językoznawczy Tertium 7, no. 1 (2022): 98–117. http://dx.doi.org/10.7592/tertium.2022.7.1.225.

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The changed nature of English into that of a global language means that contemporary learners of English are more likely to acquire the language for the purposes of a lingua franca than to communicate exclusively with native speakers. It is therefore considered that learning the language through traditional native-speaker models does not serve them well, nor does it meet their needs. The models of 1) native speaker, 2) nativised and 3)English as a lingua franca (ELF), originally presented by Kirkpatrick (2006), are re-examined with their attributes and drawbacks in this modern context. An anal

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23

Mambu, Joseph Ernest. "CREATIVELY NEGOTIATING THE PLACE OF SPIRITUALITY IN THE ELT CURRICULUM." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (2017): 93. http://dx.doi.org/10.15639/teflinjournal.v28i1/93-114.

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This article aims to better understand constraints (e.g., hostility toward spirituality) and opportunities that may affect teacher-student and student-student relations as spiritually informed ELT curriculum is negotiated. Viewed more broadly, spirituality aims to foster the ability to see one’s own religious positioning in relation to other people who have different faiths, and the commitment to being connected with other people, as well as nature, with love. In terms of pedagogical methodology, negotiating the place of spirituality in ELT means creatively keeping the balance of mainstreaming

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Barrot, Jessie S. "A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach." Asia-Pacific Education Researcher 23, no. 3 (2013): 435–49. http://dx.doi.org/10.1007/s40299-013-0119-4.

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25

Avella Alvarado, Adriana Milena, and Geidy Yohana León Lozada. "Decolonizing Language Teachers’ Teaching Practices through a Postmethod Pedagogy." Enletawa Journal 9, no. 1 (2017). http://dx.doi.org/10.19053/2011835x.7540.

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This article presents a critical and theoretical reflection upon a pedagogical proposal which considers an EFL teaching practice. The target pedagogical experience relies on the first step to starting decolonizing language teachers’ teaching practices in the context they live in. Understanding that decolonizing teaching practices is a continuous process of reflection that involves decision-making, awareness of the students’ needs, and the context in which they are immersed. Firstly, the document will present some of the authors’ insights about language policies as the National Bilingual Progra

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Chen, Mingyao. "Postmethod Pedagogy and Its Influence on EFL Teaching Strategies." English Language Teaching 7, no. 5 (2014). http://dx.doi.org/10.5539/elt.v7n5p17.

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27

Sun, Xiaomei. "Revisiting postmethod pedagogy: Adopting and adapting Socratic circle to secondary EFL teaching." TESOL Journal, May 31, 2021. http://dx.doi.org/10.1002/tesj.601.

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28

Saengboon, Saksit. "Thai English Teachers’ Understanding of “Postmethod Pedagogy”: Case Studies of University Lecturers." English Language Teaching 6, no. 12 (2013). http://dx.doi.org/10.5539/elt.v6n12p156.

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Marzban, Amir, and Fatemeh Karimi. "Applicability of CLT and Postmethod Pedagogy in Iranian Context of ELT: Expert Teachers’ Perspectives." Turkish Online Journal of Qualitative Inquiry, January 31, 2018, 47–69. http://dx.doi.org/10.17569/tojqi.329991.

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30

Motlhaka, Hlaviso A. "Exploring Postmethod Pedagogy in Teaching English as Second Language in South African Higher Education." Mediterranean Journal of Social Sciences, January 1, 2015. http://dx.doi.org/10.5901/mjss.2015.v6n1p517.

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31

Mareva, Rugare. "Learners’ code-switching in English as a Second Language (ESL) lessons: perspectives of four secondary school teachers in Zimbabwe." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526) 4, no. 1 (2016). http://dx.doi.org/10.21013/jems.v4.n1.p10.

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<div><p><em>The study investigated the perceptions of secondary school teachers of English on code-switching by learners in the learning of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed interviews with four teachers from the two schools. Results show that from the perspective of the teachers, their ESL learners code-switched from English to the learners’ L1 as a learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative and social functions

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32

Mareva, Rugare. "Teachers’ code-switching in English as a Second Language (ESL) instruction: Perceptions of selected secondary school learners in Zimbabwe." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 4, no. 1 (2016). http://dx.doi.org/10.21013/jmss.v4.n1.p11.

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<div><p><em>The study explored perceptions of secondary school learners of English on code-switching by teachers in the teaching of English. The qualitative inquiry focused on one rural day, and one urban boarding school. The study employed focus group discussions with groups of ten Form One and ten Form Three English learners per school. Results show that from the perspective of the learners, their ESL teachers code-switched from English to the learners’ L1 as a teaching and learning tool, mainly to foster understanding among learners and between the learners and their teach

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Paudel, Pitambar, Binod Neupane, and Krishna Prasad Parajuli. "Editorial Vol.1." Journal of NELTA Gandaki 1 (June 14, 2019). http://dx.doi.org/10.3126/jong.v1i0.24451.

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The global spread of English has brought a significant shift in English language teaching from methodology to post methodology era, structural to communicative approach and theory-based conception of teaching to evidence-based practice of teaching harmonizing with the context of learning. The advent of postmethod pedagogy in the twenty first century had widely acknowledged the contribution of individual teachers in English language teaching and learning field. Consequently, incorporation of dialogues and the field of English language teaching have turned to be complex creating numerous kaleido

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