Influence of Post-Method Pedagogy on Chinese EFL Teachers’ Perception of Teaching Approach

Abstract:

Objective: The study aims to explore the influence of Post-Method Pedagogy (PMP) on Chinese English as a Foreign Language (CEFL) teachers’ perceptions of their teaching approaches. Methods: A case study was conducted involving four CEFL teachers at a university. Data were collected through interviews, reflective journals, surveys, and observation checklists. Results: Exposure to PMP positively impacted the teachers’ teaching approaches, shifting their roles from primary authorities to facilitators of learning. The emphasis was on context-sensitivity, reflective teaching, and building connections with students. Influencing factors included teachers’ educational background, institutional demands, and preconceived notions of teacher-student relationships. Teachers developed more open, inclusive, and autonomous attitudes and beliefs towards PMP, becoming more sensitive to learners’ needs and showing improvements in teaching autonomy. Conclusion: Integrating PMP into early teacher training programs can positively prepare future EFL teachers for globalized teaching contexts. Challenges in implementing PMP were also identified, suggesting the need for ongoing support and development in this pedagogical approach.

Keywords:

post-method pedagogy; EFL teachers; teaching approaches; context-sensitivity; autonomy; flexibility; teacher training; positive impact.

Citation: Xi Yang and Nooreiny Maarof (2024). Influence of Post-Method Pedagogy on Chinese EFL Teachers’ Perception of Teaching Approach. Horizon J. Hum. Soc. Sci. Res. 6 (1), 44–57. https://doi.org/10.37534/bp.jhssr.2024.v6.n1.id1239.p44