AN INVESTIGATION INTO TEACHERS’ BELIEFS ABOUT POST-METHOD PEDAGOGY IN BURUNDI EFL CONTEXT: CASE OF TERTIARY ENGLISH
DOI:
https://doi.org/10.71105/Keywords:
language teaching methods, particularity, possibility, post-method pedagogy, practicalityAbstract
Post-method pedagogy is a trend in second language (L2) education which has emerged in the early 1990s from a long-felt dissatisfaction with the confining language teaching methods that had characterized L2 teaching history from the late19th century to the late 20th century. From its inception, Kumaravadivelu’s (1994) post-method pedagogy(PMP hereafter) has been receiving conflicting reactions in the English as a Second or Foreign Language(ESL/EFL) world. It is for that reason that this research attempted to investigate the beliefs that Burundi tertiary EFL teachers hold about PMP. In this quantitative study, 15 university English teachers from Ecole Normale Supérieure (ENS) answered an online questionnaire. The findings of the study revealed that the participants hold moderate positive beliefs about PMP together with its parameters of particularity, practicality, and possibility. When the teachers’ beliefs about PMP were compared to see if they differ according to their teaching experience levels, groups of teachers whose experience ranged from 0 to 10 years had a higher level of agreement with principles underlying PMP than their more experienced colleagues though the difference was not statistically significant in any analysis. The results of the present study can be beneficial to both Burundi English language teacher educators and their English students enrolled in English language teaching (ELT) departments. Burundi EFL teacher educators can rely on the findings of this research by becoming informed on the current trends in L2/FL teaching practice and re-visioning their classroom teaching acts accordingly. Their pre-service language teachers can also benefit from these findings by being exposed to ELT methodology courses which give room to aspects of reflective teaching and post-method pedagogy.
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