Post-Method Perspective in Tertiary Education in Morocco

Abstract

Kumaravadivelu’s seminal work on post-method pedagogy (1994, 2001, 2003, 2006) has signaled a pressing need to break away from conventional methods of language teaching and, in the meantime, announced the dawning of the post-method era. The latter has suggested pedagogic parameters and macro-strategies to place the ELT profession on a new trajectory. Within this scope, it has become a requisite to investigate this perceptual shift in the Moroccan teaching environment. The present research thus aimed to determine whether English language instructors in tertiary education subscribe to the post-method pedagogy or still rely on established methods. To verify the claim, the practicality and useability of macro-strategies were put to the test. 123 English language instructors from 12 Moroccan public universities willingly accepted to respond to an online survey questionnaire. It has been shown that over half of the participants adhered to the post-method pedagogy. Upon testing the influence of macro-strategies on the pedagogical decisions of instructors, the percentage massively upsurged. That was a key indicator for the transition into the post-method framework in some public universities. This represents ample evidence for the existence of the post-method perspective in tertiary education in Morocco.