Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

To address the challenge of identifying an effective English language teaching pedagogy, this study explored Grade 10 teachers (n=50) and students’ (n=2,221) beliefs methods teachers’ classroom practices. It further investigated convergence divergence practices along with pedagogic parameters practicality particularity. Using descriptive quantitative design, findings revealed responses between (a) methods, (b) their Analysis also particularity in conduct classes. Teachers continually engage cycle personal assessment to increase autonomy formulating enlightened choices responsive needs. is imperative that be engaged programs support awareness local exigencies strengthen belief systems on post-method pedagogy.