Postmethod Pedagogy Macrostrategies Utilized by Iranian EFL Teachers

The English language teaching profession has always witnessed the pendulum swings of language teaching methods throughout its life span. This evolving nature transformed from a method-based approach to a postmethodic orientation of language teaching; however, this shift received a mixed reaction across the community and Iranian EFL society is no exception. The present qualitative study aimed to explore the Postmethod Pedagogy (PMP) macrostrategies used by 18 experienced EFL teachers teaching at various language institutes in Kermanshah. The participants were purposely selected in two phases. First, a postmethod questionnaire was administered to identify respondents familiar with PMP principles. Then, the eligible participants took part in a semi-structured interview to elicit their postmethodical macrostrategies. To facilitate data analysis, the researcher’s reflections and opinions were documented using field notes. Afterward, the interviews were audio recorded, transcribed, and coded following Ary et al.’s (2010) three-stage approach of inductive data coding. The findings showed that EFL teachers used integrating language skills, activating intuitive heuristics, and contextualizing linguistic input more than promoting learner autonomy and fostering language awareness macrostrategies. However, they ignored raising cultural consciousness and ensuring social relevance macrostrategies which might be mostly due to teachers’ concerns about linguistic imperialism's effect on learners’ cultural identity. The findings of this study are of significance for pre- and in-service teachers and generally for novice teachers who seek a guideline to practice PMP principles in their classrooms.