Beyond Metanarratives and Universal Ideologies: Exploring Postmodernist Educational Concepts for Autonomy in Iranian EFL Context

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Norouzi Larsari Vahid

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Journal Paper

Paper Information

Journal: Journal of Philosophical Investigations in Scopus Year:2023 | Volume: | Issue: Page(s): 215-230

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Information Journal Paper

Title

Beyond Metanarratives and Universal Ideologies: Exploring Postmodernist Educational Concepts for Autonomy in Iranian EFL Context

Author(s)

Norouzi Larsari Vahid | Issue Writer Certificate

Keywords

Learner autonomyQ4

AutonomyQ4

modernismQ4

PostmodernismQ4

Paradigm PostmodernismQ4

Abstract

Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist educational concepts on improving Iranian EFL learners’ Autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in Autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test Autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost Autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

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