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

Saksit Saengboon

Abstract


This qualitative case study aimed to solicit Thai EFL university lecturers’ opinions concerning postmethod pedagogy. It was motivated by an interest in how local teachers construe pedagogical innovations such as postmethod pedagogy vis-à-vis their own teaching conditions. More often than not, local teachers encounter many challenges in implementing those innovations in their own teaching. Through semi-structured interviews and unique and snowball sampling, the participants (n=6) were asked a series of questions that delved into their English teaching experiences, especially their understanding of postmethod pedagogy. Results suggested that, although the participants did not spell out exact postmethod strategies, their response patterns pointed to a high level of understanding of the postmethod pedagogy philosophy. Moreover, limitations of the study were provided and the paper was concluded with Hayes’ (2008) ecological perspective on language teaching. It is recommended that qualitative research be conducted at a wider scale in order to ascertain whether and to what extent postmethod pedagogy can be successfully implemented in the EFL context.


Full Text: PDF DOI: 10.5539/elt.v6n12p156

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.