Post-method in English as a Second Language Teaching: A Systematic Review

Abstract

Objective: To identify, evaluate, and synthesize the scientific evidence published between 2021 and 2025 on the application and implications of post-method in English language teaching at the higher education level. Methods: The PRISMA 2020 protocol was followed. Systematic searches were conducted in ERIC, SciELO, and Dialnet, supplemented by a manual search of specialized journals. Eight empirical studies and reviews that met strict eligibility criteria were selected. Methodological quality was assessed using MMAT 2018 and CASP. Results: The studies reveal a consensus that post-method is a pedagogical stance based on the parameters of particularity, practicality, and possibility, according to Kumaravadivelu. The teacher's role evolves toward that of a reflective, autonomous, and intellectually transformative professional. The use of contextualized resources, authentic materials, gamification, flipped classroom, and digital/AI tools is highlighted. The main barriers identified are colonial legacies, prescriptive curricula, a lack of ongoing teacher training, and standardized assessment systems. The methodological quality of the studies is predominantly high. Conclusions: Post-method offers a promising framework for more autonomous, critical, and contextualized English language teaching in higher education. However, its effective implementation requires investment in teacher and institutional professional development. Gaps are identified in quantitative impact studies, longitudinal evidence, and Latin American contexts.