Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

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


Husam Mohammed Kareem Al-Khazaali and Abeer Ali Enad

DOI: 10.9756/INT-JECSE/V14I1.221108

Keywords: PMP, EFL Teaching, Teaching Strategies, Teacher Autonomy, Student Performance


Abstract

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.

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Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

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Research Articles

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