International Journal of Language and Literary Studies 203 Exploring Teachers’ Perceptions of Post-Method Pedagogy in ELT Bhim Lal Bhandari Butwal Multiple Campus, Tribhuvan University, Nepal blbhandari2024@gmail.com Laxman Prasad Bhandari Lumbini Banijya Campus, Tribhuvan University, Nepal laxman@lbc.edu.np DOI: https://doi.org/10.36892/ijlls.v7i2.2030 APA Citation: Author. (2025). Exploring Teachers’ Perceptions of Post-Method Pedagogy in ELT. International Journal of Language and Literary Studies. 7(2).203-216. https://doi.org/10.36892/ijlls.v7i2.2030 1. INTRODUCTION English language teaching methodology has drastically changed over the centuries along with the innovation of many methods. One method emerged as a reaction to another claiming the best one in the methods era. The concept of post-method pedagogy (PMP) was first proposed by Kumaravadivelu in 1994 to break the cycle of the method. PMP empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices based on their experience, knowledge, and context. This pedagogy came as a reaction to the method era in 1994 due to some shortcomings and the gradual dissatisfaction with conventional methods. The emergence of innovative ideas contributed to the development of post-method pedagogy. PMP is the search for the most effective way of teaching a second or foreign language. It is a teaching philosophy that every teacher develops according to his or her own experiences, learners’ needs and interests, educational policies, and the available resources in the local context where teaching takes place. No method is the best or the worst. The search for the best method is ill-advised (Prabhu, 1990). The teachers select their methods in various ways to make their teaching effective. So, no teachers can suggest the best method to their students. I believe nothing is final, absolute, and rigid; instead, everything is relative and inadequate. No absolute and Abstract Post-method pedagogy, introduced by Kumaravadivelu in 1994, emerged as a response to the need for a more effective approach to teaching English that moves beyond the limitations of traditional method-based frameworks. However, most teachers still adopt lectures as the primary method of teaching English in Nepal. This article explores teachers’ perceptions of post-method pedagogy in English Language Teaching (ELT) in Nepal. A phenomenological research design was employed to achieve the purpose of the study. Four community school teachers were purposively selected as the research participants. In-depth interviews were used as a major technique for collecting information from them. This study reveals that teachers hold positive perceptions of this pedagogy that can promote teacher autonomy and quality in English language teaching, and they perceive post-method pedagogy as a way to address the limitations of traditional methods and promote context-sensitive teaching. The study can contribute to teachers constructing context and culture-sensitive pedagogies rather than being imposed by methodological practices. Received: 24/01/2025 Accepted: 06/03/2025 Keywords: Autonomy, particularity, possibility, post-method pedagogy, practicality. International Journal of Language and Literary Studies Volume 7, Issue 2, 2025 Homepage : http://ijlls.org/index.php/ijlls