Page 87 - RASAS 2025

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10 Ruhuna Arts Student’s Annual Sessions (RASAS) -2025

Exploring ESL Teachers’ Awareness and Application of Kumaravadivelu's
Post-method Pedagogy: A Qualitative Inquiry in Government Schools

H.M.T.T. Dhananjanee
Department of English and Linguistics, University of Ruhuna
thisarithamoda2000@gmail.com

ABSTRACT

This study explores the awareness and application of B. Kumaravadivelu’s postmethod perspectives, as in
Understanding Language Teaching: From Method to Postmethod, on teaching practices of Grade 11 English

as a Second Language (ESL) teachers in government schools in Mawanella Educational Zone, Kegalle District.
Kumaravadivelu’s theorization, emphasizing context-based, learner-centered and flexible approaches, helps
to understand contemporary ESL pedagogy. The study aimed to identify whether the ESL teachers are familiar

with Kumaravadivelu's theorisation and to what extent they incorporate his postmethod techniques in their
teaching practices. Employing a qualitative methodology, data was collected through interviews with five

teachers, both currently working and retired. Semi-structured questions explored their teaching practices,
understanding of ESL pedagogical theories, and the application of specific methods from Kumaravadivelu's
work. The findings revealed that none of the participants showed a direct familiarity with Kumaravadivelu's

theorization. However, their teaching practices reflected principles of postmethod pedagogy. Teachers have
integrated various techniques to teach such as using visual aids, real-world scenarios, structured lessons and

approaches according to their competencies after analyzing the student needs within the constraints of time
and context. Furthermore, the participants’ responses showed a clear understanding of the distinction between
“method” and “approach” and demonstrated reflective practices in lesson planning and student assessments.

Nevertheless, this study highlighted a gap between theoretical knowledge and classroom practice, highlighting
their limited exposure to ESL theories and theorists. The results suggested that the participants have
implemented postmethod principles unknowingly throughout their careers, underscoring the necessity of

systematic changes in teaching practices. To bridge the divide between theory and practice, it can be
recommended integration of professional development programs, integration of ESL pedagogical theories in
teacher training curriculum, formation of collaborative learning communities, increasing access to educational

resources and encouraging peer feedback mechanisms.

Keywords: Postmethod Pedagogy, ESL Teaching, Teacher Awareness, Kumaravadivelu’s Theorization, Sri
Lankan Schools

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