Exploring Algerian Secondary School EFL Teachers’ Perceptions about Post-Method

Abstract

This study explores Algerian secondary school EFL teachers‟ perceptions about post-method pedagogy in English language classes. For the sake of collecting data, mixed methods approach was used with the inclusion of triangulation. First, various observation sessions were held in three Algerian secondary schools: 11 Décembre 1960, Mohamed Bounaama, and Mohamed Bellal all located in Tissemsilt town, to determine the extent to which EFL teachers employ this pedagogy. Additionally, a questionnaire was administered to thirty EFL teachers working in different secondary schools in Algeria (Tissemsilt, Tiaret, Mostaganem, Constantine) in order to gauge their perceptions of post-method pedagogy. Furthermore, nineteen Algerian secondary school teachers from the aforementioned secondary schools were interviewed to gain insights into the challenges they face when implementing the main aspects of this pedagogy. The findings of this study indicate positive inclinations towards post-method pedagogy among Algerian EFL teachers, alongside variations in the implementation of specific strategies. They also reveal practical challenges in applying post-method pedagogy, such as limited resources. Consequently, this study emphasizes the necessity of developing EFL teachers‟ awareness with regard to post-method pedagogy and its significance in EFL classrooms.