TY  - JOUR
ID  - 245975
TI  - Language Acquisition Beyond Method: Post-Method Pedagogy and Democratic Learning in the Age of Postmodern Technology
JO  - Journal of Edulingual Studies (JES)
JA  - JES
LA  - en
SN  - 
AU  - Shirzad, Shaghayegh
AD  - Eiman Narimani Marketing Management Co. 
L. L.C., Dubai, UAE
Y1  - 2026
PY  - 2026
VL  - 1
IS  - 2
SP  - 42
EP  - 52
KW  - Digital language learning
KW  - Foreign language teaching, Post method pedagogy
KW  - Postmodern technology
KW  - Teacher Autonomy
DO  - 10.22034/jes.2026.584234.1007
N2  - This paper critically examines the evolution of language acquisition theories and pedagogical practices from method-based instruction to the post-method condition, with particular emphasis on democratic learning in the age of postmodern technology. Historically, language teaching has been shaped by dominant methodologies such as the Grammar Translation Method, Direct Method, Audio-Lingual Method, Communicative Language Teaching, and Task-Based Language Teaching. Although each approach has offered valuable insights, the search for a universal method has shown clear limitations in addressing the linguistic, cultural, social, and technological diversity of contemporary learning contexts. Drawing on post-method pedagogy, this paper argues that language acquisition should move beyond fixed methodological prescriptions and adopt context-sensitive, learner-centered, and socially responsive practices. The post-method framework views learners as active agents and teachers as reflective practitioners who construct pedagogical knowledge through local experience and critical engagement. In the era of postmodern technology, digital platforms, artificial intelligence, online communities, and computer-mediated communication have transformed understandings of knowledge, interaction, participation, and learning. These developments create new opportunities for democratic language acquisition by expanding learner autonomy, encouraging collaboration, amplifying diverse voices, and enabling personalized learning pathways. The paper further explores how the post-method principles of particularity, practicality, and possibility can support inclusive language acquisition in technology-rich environments. Rather than treating technology as a substitute for pedagogy, the study conceptualizes it as a dynamic resource for critical engagement, learner empowerment, sociocultural participation, and contextually relevant language development.
UR  - https://www.jesjournal.com/article_245975.html
L1  - https://www.jesjournal.com/article_245975_4527f7e32fceb46665dd961a51dac22d.pdf
ER  -