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

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

Keywords:

interactionist , learner autonomy , exploration , emergent goals , SWOT analysis