Modernism and Postmodernism Concepts in Education: Its Impact on EFL Students' Autonomy and Implication for EFL Teachers
Abstract
Promoting learner autonomy is considered a vital concern to English Foreign Language (EFL) learners; so far, many attempts related to develop learner autonomy in various concepts. The present study aimed at examining the effect of Postmodernism and Modernism concepts on EFL learners. This study was carried out in the course of study at a high school in Iran.
Accordingly, 60 learners between 16 and 17 years old, randomly chosen from a larger participant of 80 EFL learners concerning their achievement on the Oxford Placement Test (OPT), attending high school in Iran. The selected participants have been assigned into two groups (i.e., postmodernism and modernism concepts, respectively). Each group involved 30 participants.
The control group (n=30) is usually taught through modernism concepts, whereas the experimental group (n=30) is exposed to postmodernism concepts. Over the course of this present study, the data was gathered through a pre-test and post-test learner autonomy questionnaire.
The t-test statistical procedure was utilized for the research question. The findings of the result showed that postmodernism concepts significantly performed better than the modernism concepts group in the learner autonomy. This study showed that all those engaged in language teaching and learning could process to possess a better perspective on developing efficient instructions.