International Journal of Research in English Education

en EFL Teachers’ Familiarity with Post-Method: Considering Demographic Variables EFL Teachers’ Familiarity with Post-Method: Considering Demographic Variables تخصصي Special پژوهشي Research The present study intends to study Iranian EFL teachers’ attitude towards post-method pedagogy (PMP) and its implementation in private language institutes. The participants of this study were 80 male and female EFL teachers from different private institutes in two cities of Mazandaran province in Iran.  For the purpose of data collection, this study applied a Likert type questionnaire. In order to analyze it, minimum, maximum, mean, and standard deviation were calculated, then different tests including Friedman test, Wilcoxon test, Pearson Correlation, and Independent T-test were utilized. Considering the findings of the study, one cannot conclude that teachers have a positive attitude toward post-method principles. In fact, the findings show uncertainty about the actual emergence of PMP principles in EFL institutes in Iran and the fact that there is a long distance to the actual realization of principles of Particularity, Practicality, and Possibility, especially the last one. Furthermore, there is a significant relationship between respondent teachers’ familiarity of some principles of PMP and their experience, field of study, and education degree.   The present study intends to study Iranian EFL teachers’ attitude towards post-method pedagogy (PMP) and its implementation in private language institutes. The participants of this study were 80 male and female EFL teachers from different private institutes in two cities of Mazandaran province in Iran.  For the purpose of data collection, this study applied a Likert type questionnaire. In order to analyze it, minimum, maximum, mean, and standard deviation were calculated, then different tests including Friedman test, Wilcoxon test, Pearson Correlation, and Independent T-test were utilized. Considering the findings of the study, one cannot conclude that teachers have a positive attitude toward post-method principles. In fact, the findings show uncertainty about the actual emergence of PMP principles in EFL institutes in Iran and the fact that there is a long distance to the actual realization of principles of Particularity, Practicality, and Possibility, especially the last one. Furthermore, there is a significant relationship between respondent teachers’ familiarity of some principles of PMP and their experience, field of study, and education degree.   PMP, practicality, particularity, possibility, EFL teachers post-method pedagogy (PMP), practicality, particularity, possibility, EFL teacher, 61 77 http://ijreeonline.com/browse.php?a_code=A-10-551-3&slc_lang=en&sid=1 Bizhan Hekmatshoar Tabari Bizhan Hekmatshoar Tabari bizhan_hekmat@yahoo.com 10031947532846001796 10031947532846001796 Yes Ayandegan Institute of Higher Education, Tonekabon, Iran Ayandegan Institute of Higher Education, Tonekabon, Iran Bamshad Hekmatshoar Tabari Bamshad Hekmatshoar Tabari 10031947532846001797 10031947532846001797 No Imam Sadeq School (of Babol), Technical and Vocational University, Iran Imam Sadeq School (of Babol), Technical and Vocational University, Iran