Thai English Teachers’ Understanding of “Postmethod Pedagogy”: Case Studies of University Lecturers

Saengboon, Saksit

doi:10.5539/elt.v6n12p156

Cited by 8 publications

(8 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since 1996, English has been prescribed by law as a compulsory subject for all primary schools in Thailand due to the significance of English as the major foreign language in the curricula of educational institutions of Thailand [28]. In general, most English lessons conducted in Thailand follow the traditional teaching model based on the inner circle teaching norms namely British or American English teaching.…”

Section: Teaching and Learning English Pronunciation In Thailandmentioning

confidence: 99%

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

Phusit¹,

Suksiripakonchai²

2018

IJSSH

View full text Add to dashboard Cite

With the widespread use of English, the function of English has been shifted. English is now used as a lingua franca. This study aimed to explore students' attitudes towards English pronunciation models in English as a lingua franca (ELF). The students' attitudes towards their desired English pronunciation models and their interlocutor's pronunciation models were also examined. The participants of the research were 146 undergraduate students majoring in English. The research instrument was a questionnaire. The questionnaire elicited perceptions regarding students' degree of favor or disfavor towards nine English pronunciation models selected from three Kachru's concentric circles, and their attitudes towards their English pronunciation models. The findings of this study revealed that the participants had moderate attitudes towards their desired English pronunciation models, and their interlocutor's English pronunciation models. However, the participants had negative attitudes towards English as a lingua franca. That is, the participants had highly positive attitudes towards American English and British English pronunciation models. They also believed that maintaining their Thai English pronunciation model was not important. This may have resulted from the participants' limited of exposure to other English varieties, the entrenched native ideology, and the participants' lack of awareness of other English varieties.Index Terms-Attitudes, English as a lingua franca (ELF), English pronunciation models.

show abstract

Section: Teaching and Learning English Pronunciation In Thailandmentioning

confidence: 99%

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

Phusit¹,

Suksiripakonchai²

2018

IJSSH

View full text Add to dashboard Cite

show abstract

“…Saengboon [5] solicited university professors' opinions concerning post method pedagogy through qualitative case study. Having a sufficient level of understanding of post method pedagogy, the participants viewed it as a break away from traditional methods of instruction and from a banking pedagogy to an empowering pedagogy.…”

Section: Literaturementioning

confidence: 99%

“…this trend is indicated by the fact that current teaching practice adheres with postmethod pedagogy principles (Zeng, 2012(Zeng, , 2018. [4], [5], [7], [8], [10]- [12]. However, much of the research about post-method in ELT focuses on the coherency of teaching phenomena towards post-method in ELT classroom only.…”

Section: Introductionmentioning

confidence: 99%

Post method Era Pedagogy: Maximizing EFL online Teaching Practice through video viewing at Higher Education in the Context of Indonesia

Sumarta¹,

Lukmana²

2021

Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020

View full text Add to dashboard Cite

The teaching pedagogy is a process of learning and development that involves using methods, materials, and techniques to achieve a learning goal. This paper aims to explore EFL teaching practice in higher education in Indonesia during the period of the pandemic in terms of maximizing learning opportunities for the students through online teaching practice. This research is a case study in a state university, located in Karawang west java province, involving 3 EFL teachers as the subjects of interviews and 180 students as questionnaires. From post method perspective, to get in the goal of effective teaching and learning is teachers and students need to have a negotiating ability to create the best teaching and learning activity called "maximizing the learning opportunity." The implication of this research demands teachers to activate the classroom activity to deepen the classroom interaction situation

show abstract

“…In an investigation into novice teachers' beliefs about method and post-method, Tekin (2013) found that the majority of participants in his study were unaware of what PMP was; some believing it equated to eclecticism, and only one being aware of its key tenet, which Tekin (Ibid) identified as 'no best method.' In a similar line of enquiry, Saengboon (2013) set out to uncover 6 EFL lecturers' understanding of PMP in Thailand, and deduced from interview responses that they were aware of the main concept even though they were unable to articulate it directly. Gholami and Mirzaei (2013) carried out a study on the teaching strategies teachers applied in their classes as the symbols of PMP in Iranian EFL context of private language schools.…”

Section: Review Of Relevant Studiesmentioning

confidence: 99%

EFL Teachers’ Familiarity with Post-Method: Considering Demographic Variables

Tabari

2020

IJREE

View full text Add to dashboard Cite

The present study intends to study Iranian EFL teachers' attitude towards post-method pedagogy (PMP) and its implementation in private language institutes. The participants of this study were 80 male and female EFL teachers from different private institutes in two cities of Mazandaran province in Iran. For the purpose of data collection, this study applied a Likert type questionnaire. In order to analyze it, minimum, maximum, mean, and standard deviation were calculated, then different tests including Friedman test, Wilcoxon test, Pearson Correlation, and Independent T-test were utilized. Considering the findings of the study, one cannot conclude that teachers have a positive attitude toward post-method principles. In fact, the findings show uncertainty about the actual emergence of PMP principles in EFL institutes in Iran and the fact that there is a long distance to the actual realization of principles of Particularity, Practicality, and Possibility, especially the last one. Furthermore, there is a significant relationship between respondent teachers' familiarity of some principles of PMP and their experience, field of study, and education degree.

show abstract

Thai English Teachers’ Understanding of “Postmethod Pedagogy”: Case Studies of University Lecturers

Cited by 8 publications

References 33 publications

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

Post method Era Pedagogy: Maximizing EFL online Teaching Practice through video viewing at Higher Education in the Context of Indonesia

EFL Teachers’ Familiarity with Post-Method: Considering Demographic Variables

Contact Info

Product

Resources

About