EEDA, a post-method guideline for managing EFL educational settings


Received: 11 Mar 2022
Revised: 22 Apr 2022
Accepted: 19 May 2022

Vida Dehnad, Roghayeh Farsi

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https://dx.doi.org/10.22034/JPBL.2022.23052203

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Abstract

Though no method is the best and every educational situation invokes its unique requirements, getting provisional insights from suggestions is a justifiable policy. In the current paper, seeking to harmonize the post-method-era “learner autonomy”, the social interactive theory of Max Weber and Burners “discovery learning”, we sought to propose an educational guideline termed “EEDA” for managing EFL educational settings and put it into SWOT analysis. EEDAs axiomatic components were first formulated in alignment with theories in the sociology, and the psychology of teaching and learning. Next, through self-introspection in a SWOT analysis, some positive and negative aspects of the protocol were alleged. Accordingly, its emphasis on learners metacognitive development skills, goal-orientation, bilateralism of accountability, and synergetic network of participation were considered as worthy features whereas devising some solid validating routes for further executability and adopting a germane pace of policy change were claimed to be some areas of potential threat.

Keywords: interactionist, learner autonomy, exploration, emergent goals, SWOT analysis.


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