Vol.2 , No. 2, Publication Date: May 30, 2019, Page: 81-87
[1] | Gabriel Eduardo Cote-Parra, Universidad de Pamplona, School of Education, Colombia; Ciudadela Universitaria, Pamplona, Colombia. |
This paper reports six EFL teachers’ perceptions on how they implemented some of the Kumaravadivelu’s macro strategies; and the perceptions they held on the influence of these macro strategies had in terms of students’ learning. Participants implemented three macro strategies, as follows: four teachers adopted ‘Facilitating Negotiated Learning’; two opted for ‘Integrating Skills’ strategy; and one teacher chose ‘Foster Language Awareness’ as the basis to plan and execute their micro strategies. This study adopted an action research to guarantee more rigorous and systematic ways of reflection to favor meaningful learning and teaching opportunities. In addition, the implementation of an action research allowed the participants to play two roles of teachers and researchers. The former reflected in the way the teacher researchers implemented their pedagogical intervention (planning, designing and implementing micro-strategies); the latter in the way they collected and interpreted data in order to become more aware of what was going on in their classrooms. Findings are shown in two main categories. First, The Power of Transcending Routine Teaching, revealed that an outsider’s feedback allows a better understanding of what actually happens in an EFL classroom. Second, Teachers’ Perceptions on Facilitating Quality Learning, showed that when EFL teachers create friendly and safe ambiance inside their classrooms, learners engage in meaningful interactions that facilitate language growth and course content comprehension.
Keywords
Macro Strategies, Micro Strategies, Meaningful Learning
Reference
[01] | Kumaravadivelu, B (1994) The Postmethod Condition: (E) merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly, 28 (1). 27-48. |
[02] | Ahmadl, A. (2013) Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges. International Journal of Language Learning and Applied Linguistics World (LLALW). 4 (1), 1-12. Retrieved from: http://dx.doi.org/10.5539/elt.v7n4p96. |
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[06] | Kumaravadivelu. B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven and London: Yale University Press. |
[07] | Mertler, C. A. (2006) Action research Teachers as Researchers in the Classroom. Thousand Oaks: SAGE. |
[08] | Kiely, R., Davis, M., and Wheeler, E. (2011) Investigating Critical Learning Episodes: a practical guide for continuing professional development. CFBT, Education Trust. |
[09] | Hatch, J. A. (2002) Doing Qualitative Research in Education Settings. Albany: State University of new York Press. |
[10] | Castro Garcés, A. Y., & Martínez Granada, L. (2016). The role of collaborative action research in teachers’ professional development. PROFILE Issues in Teachers’ Professional Development, 18 (1), 39-54. |
[11] | You may read more about CPD at https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2010/r-investigating-critical-learning-episodes-2010.pdf. |
[12] | You may read about Kumaravadivelu’s Ten Macro Strategies at http://www.ugr.es/~isanz/archivos_m3thodology/kumaravidelulibrocap1.pdf. |
[13] | Along with the discussions, participants were asked: 1) to critically read three documents: 1) Kumaravadivelu (1994) Postmethod Pedagogy: Challenges, Opportunities and Empowerment, 2) Mark King’s paper on samples of micro strategies, and 3) Kumaravadivelu, The Postmethod Condition: Emerging Strategies for Second/Foreign Language Teaching. These documents helped participants to build their knowledge and epistemological foundations of the project, participants not only took part in workshops but also actively contributed with their own ideas, background knowledge and professional experience in order to find ways to integrate the ten macro strategies in their teaching. |