Revisiting postmethod pedagogy: Adopting and adapting Socratic circle to secondary EFL teaching

Sun, Xiaomei

doi:10.1002/tesj.601

Cited by 3 publications

(3 citation statements)

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“…In connection with the third research question about teachers' perceptions of practicing their personal theory, it revealed that the teachers have positive views on the use of personal practice theory, such as the students are easier to understand the materials, students enjoy the class, it is effective and successful, it is appropriate, and other positive views. The results showed that teachers were confident in implementing personal theory, which strongly promoted their autonomy (Sun, 2021). This emphasized the ideas of the post-method era, which has a prominent role in empowering teachers to be more autonomous (Zeng, 2017).…”

Section: Discussionmentioning

confidence: 79%

“…It emphasized that most of the teachers in this study were following the concept of a post-method era because they were willing to learn and reflect on their teaching experience, although they did not realize it. In other words, in the post-method era, 'teachers are encouraged to theorize from practice and practice what they have theorized' (Kumaravadivelu, 1994;Sun, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Recently, the post-method pedagogy area has been increasingly studied in English language learning because its principles proposed by Kumaravadivelu (2006bKumaravadivelu ( , 2006aKumaravadivelu ( , 2012 (particularity, practicality, and possibility) provide guidance to English teachers to enhance their professional growth, promote their autonomy, improve their awareness of teaching experiences, and empower them to theorize their theory (Ahsanu, 2020;Motlhaka, 2015;Safari & Rashidi, 2015;Sun, 2021). Consequently, post-method pedagogy is the optimal way to teach English in this contemporary era (Kumaravadivelu, 1994(Kumaravadivelu, , 2006aKumaravadivelu, 2003a;Motlhaka, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

"My class is mine, and I do it my way", empowering EFL teachers through theorizing practice

Setiawan¹,

Suprapto²,

Sarmini³

et al. 2023

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Post-method pedagogy is often seen as an effective way to help EFL teachers develop their theory of practice. This paper investigated the name of personal practice theory used by EFL teachers, the underlying reasons for using personal practice theory, teachers' perceptions of using personal practice theory, and the implications that may be made from using personal practice theory. This study involved 36 (thirty-six) English teachers teaching at different levels of education in several cities in East Java, Indonesia. This study used qualitative research that helped the researchers to cover a deeper understanding of the data. Furthermore, the researchers gained the data by conducting an open-ended questionnaire through a Google form. The results revealed four main points; 1) most English teachers recognize their theories and label their theories, but some of them theorize their practice, but they use flexible methods; 2) the adoption of the personal theory was justified based on needs, ease of learning, heterogeneous classes, students' abilities, producing enjoyable learning, familiarizing students with good English, and improvement, 3) the majority of teachers had positive views on the use of personal practice theory, like students are easier to comprehend learning materials, and 4) the use of personal practice theory had a positive effect on a variety of student outcomes. This study might contribute to the English language teaching field that theorizing practice is essential to establishing a meaningful learning environment. Finally, this study suggests that English teachers should reflect on their practice in creating their theory to improve their professional growth.

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Section: Discussionmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%