A Road Map to English Language Teaching in the Post-Pandemic Era: An Adaptation of Pedagogical Authority Approach

Abstract

This case study expounds on the practices of critical pedagogical approach of English language teaching by introducing pedagogical authority, which has three dimensions: didactic, pedagogic, and deontic. The study specifically places its emphasis on the implementation during the COVID pandemic: The early time of the pandemic, when teaching was fully online, and after returning to campus, when teaching followed the blended mode. The study identified various pedagogical authority practices representing the three dimensions in the two stages based on the reflective journals and interviews with four language teachers, albeit to varying degrees depending on the length of teaching experience. Physical interaction was identified as a very important aspect of pedagogic and deontic interactions in face-to-face classrooms, while critical thinking was found to be more recurrent in virtual classrooms, which creates more space for didactic and pedagogic practices. The findings of this study will encourage language teachers to rethink their teaching practices in the new post-pandemic era. Additionally, it will contribute to available practices of critical pedagogy approach for language teaching during emergencies.

Revitalizing English Language Teaching (ELT): Unveiling Evolving Pedagogies and AI-Driven Dynamics in the Post-Pandemic Era

“…In this section, the researcher outlines the methodological approach and research design employed to investigate the integration of artificial intelligence (AI) within English Language Teaching (ELT) in the post-pandemic era (Al-Nofaie, 2023). By detailing the qualitative approach, maximum purposeful sampling, informal interview process, classroom observations, and data collection steps, the researcher provides insight into the systematic framework utilized to gather rich insights from participants.…”

“…The thematic analysis of data uncovered five crucial themes that illuminate the significance of AI integration in English Language Teaching (ELT). These themes converge with constructivist and connectivist principles, emphasizing personalized learning pathways and enhanced engagement (Al-Nofaie, 2023;Siemens, 2004). The adaptive feedback mechanisms align with the scaffolding concept, facilitating learners' progress (Godwin-Jones, 2021;Vygotsky, 1978).…”

“…The Role of AI in ELT: AI's capacity to process and analyze large datasets enables the creation of tailored learning pathways for individual students (Chen et al, 2022). By adapting content and pacing to match students' proficiency levels, interests, and learning styles, AI promotes a personalized learning experience (Al-Nofaie, 2023;OpenAI, 2023). This individualization enhances students' engagement, motivation, and learning outcomes, aligning with the principles of constructivism and connectivism.…”

“…The pandemic-induced disruptions have overwhelmingly impacted educational systems worldwide. In the Philippines, the closure of schools and the transition to remote learning models challenged the conventional teaching approaches in ELT (Al-Nofaie, 2023). The closure of physical classrooms highlighted the necessity for adaptable pedagogies that can transcend traditional limitations.…”

Elevating Language Acquisition through Deep Learning and Meaningful Pedagogy in an AI-Evolving Educational Landscape

“…The post-pandemic context has underscored the significance of language acquisition in higher education (Al-Nofaie, 2023). With increased reliance on remote and online learning, effective language acquisition strategies have become paramount (Pantelimon et al, 2021).…”