Assesing the Teaching Practice of English Instructors in Ethiopian Universities through the Lens of Post-Method Pedagogy
The purpose of this study was to investigate the interaction between post-method pedagogy practice, teacher autonomy, and English teachers' experience. To this effect, a mixed-method research design was used. For qualitative using semi-structured interviews, with 10 English instructors data was collected and analysed thematically. A post-method questionnaire was used for quantitative; 71 English instructors were participants in the survey and data was analysed using spss. The result of the data analysis carried out on the collected instruments of post-method pedagogy indicated that English teachers were practicing the post-method pedagogy theoretical assumptions. The results specifically showed that instructors were practicing macro-strategies such as integrating language skills, promoting negotiated interaction, and fostering learners' autonomy exceptionally. A collection of macro-strategies that the instructor said they were using include contextualized language input, maximized learning opportunities, and minimized perceptual mismatches. Concerning the interaction between post-method pedagogy practice, teacher autonomy, and English teachers' experience, the interaction between practicing post-method pedagogy and teacher autonomy was statistically significant while the practice of post-method pedagogy and teaching experience is not statistically significant. It was implied that the more teacher becomes autonomous and empowered the more they come up with solutions for specific problems that happened in their context.