Inducing Constructivism and Post-Method in the Paradigm of Paragogy: A Proposed Learning Framework for Literacy Practice in EFL Context

Abstract

This study aims to propose a learning framework that induces the concepts of paragogy overarching constructivism and post-method to ensure the creation of English language learning that involves the active participation of students and the synchronous development of EFL teaching and learning for literacy practice with the aim of national education, namely to prepare competent and reliable graduates in facing global competition. This research was designed using qualitative-interpretative methods commonly used in the library study. The research data were taken through a library study as the form of primary data. The conclusion of this study is in the form of recommendation of an English learning framework with inducement of the concepts of constructivism and post-method in the paradigm of paragogy suitable to be used in the development of English teaching and learning to improve student competency achievements.