Abstract
The present study investigated the feasibility, ideologies and setbacks regarding the efficacy of the transition of English language teaching from communicative language teaching (CLT) approach to post-method pedagogy in secondary level English as a foreign language (EFL) classrooms of Bangladesh depicting the teachers’ insights on the scopes and uses of post-method in EFL teaching. The study followed a qualitative approach, conducting in-depth interviews with fifteen secondary EFL teachers to explore their perceptions and experiences of both CLT and post-method. The findings revealed that while CLT is tentatively sound, its practical implementation has been hindered by over-reliance on traditional grammar-translation (GT) methods, inadequate training, and systemic support issues. Contrariwise, post-method offers a flexible and context-sensitive pedagogical approach that allows for adapting teaching methods to meet the students’ particular needs. However, challenges such as the lack of formal guidelines, resource constraints, and traditional confrontation to alteration pose substantial barriers to its effective implementation. Integrating AI tools can offer promising opportunities to support post-method pedagogies by creating adaptive learning environments and enhancing student engagement. The study recommended intensive professional development workshops, institutional supports, and teachers’ digital literacy with the skills needed for this pedagogical shift. By addressing these issues, educational stakeholders can foster a more effective and contextual EFL teaching at the secondary level of Bangladesh.
Keywords: AI, CLT, Feasibility, Post-Method, Setbacks, Technology, Transition.