Iranian English Teachers’ Priorities in the Post -method Era: A Q-sort Study

Considering the evolving status of language instructional methods and the importance of PMP in EFL education, along with the limited research on Iranian EFL teachers’ perceptions and attitudes, this study aims to explore some of the priorities of these teachers in the post-method era. Q-sort methodology, the purpose of which is bridging the gap between quantitative and qualitative studies, was used to collect the data in this study. The participants of the study consisted of ۲۰۰ male (N=۶۷) and female (N=۱۳۳) EFL teachers working in both public (N=۱۰۵) or private schools (N=۹۵). A Q-sort questionnaire was developed and validated to measure teachers’ perceptions about PMP. The items of this inventory were extracted from the previous studies and were revised and rewritten several times. A draft version with ۶۰ Likert-scale items was given to ۵۰ Iranian EFL teachers for piloting. The finalized version of the Q-set consisting of ۵۰ items were approved by a panel of three EFL university professors. Cronbach’s alpha reliability coefficient for the instrument was calculated to be ۰.۸۱. The results of Exploratory Factor Analysis (EFA) and Structural Equation Modelling (SEM) indicated that Iranian EFL teachers held positive attitudes towards PMP. The study yields significant implications for the teachers, administrators, curriculum developers, and other stakeholders to consider PMP in their future endeavor.

کلیدواژه ها:

Post-Method (PM) ، Q-sort ، Teaching context ، Teacher priorities ، Iranian English teachers