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

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  • 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.

Suggested Citation

  • Saksit Saengboon, 2013. "Thai English Teachers’ Understanding of “Postmethod Pedagogy†: Case Studies of University Lecturers," English Language Teaching, Canadian Center of Science and Education, vol. 6(12), pages 156-156, December.
    • Handle: RePEc:ibn:eltjnl:v:6:y:2013:i:12:p:156
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    References listed on IDEAS

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    1. Attapol Khamkhien, 2010. "Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective," English Language Teaching, Canadian Center of Science and Education, vol. 3(1), pages 184-184, March.
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    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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