Post-Method Pedagogy in Grammar Teaching: Algerian Teachers’ Understanding, Practices, and Challenges

Authors : Nezha Badi, Farouk Bouafia

Pages : 872-896

Doi:10.30622/tarr.1781778

View : 174 | Download : 340

Publication Date : 2025-12-30

Article Type : Research Paper

Abstract :The present study explores the adoption of post-method pedagogy principles in the teaching of English as a foreign language (EFL) grammar in the Algerian universities. By employing qualitative modes of inquiry within the descriptive-analytical design, data for the present study are gathered through a semi-structured interview. Ten (10) EFL grammar teachers, and 20 classroom observations in the Department of Foreign Languages at Skikda university following a purposive sampling technique are conducted. Framed around three research questions, the study delves into offering insights into the extent to which Algerian EFL grammar teachers in the respective department perceive, reflect on, navigate their classroom praxis to align with post-method pedagogy. The study also seeks to identify the challenges obstructing the full implementation of this framework within the Algerian context. The overall findings reveal that while Algerian university teachers are unaware of the term ‘post-method’, many of their enacted grammar teaching -though constrained with challenges- embody its key tenets. teachers demonstrate a strong willingness to adopt a more flexible approach to grammar instruction through different classroom reflections. These include promoting learner autonomy, contextualization, critical thinking, flipped learning, peer collaboration, self-correction, technology use, and intercultural awareness. Overall, the findings suggest that while basic principles of post-method pedagogy are present in Algerian EFL grammar instruction, its full integration requires changes in teacher education, curriculum design, and institutional support. Offering professional institutional training and support for teachers to create their own paradigms in teaching and assessing grammar would be of pivotal benefits. Accordingly, the outcomes from the present study seek to provide Algerian EFL grammar teachers with evidence-based recommendations to advocating for more adaptable English language teaching (ELT) approaches and EFL grammar teaching more particular. Thus, policymakers may move beyond traditional, method-based models and invest in more flexible curricula, and supportive infrastructures that empower teachers to design context-responsive, and learner-centered practices aligned with post-method principles.
Keywords : İngiliz dili öğretimi (ELT), Cezayirli öğretmenler, Zorluklar, Sınıf uygulamaları, EFL dilbilgisi öğretimi, Post-metot pedagojisi.

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