Aboulalaei, M. H., Poursalehi, J., & Hadidi, Y. (2016). The familiarity of EFL teachers with post-method:
Considering their field of study. English Language Teaching, 3(1), 89-109.
Akbari, R. (2008a). Post-method discourse and practice. TESOL Quarterly, 42(4), 641-652.
Akbari, R. (2008b). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283.
Aliakbari, M., & Allahmoradi, N. (2012). On Iranian School Teachers’ Perceptions of the principles of the Critical Pedagogy. International Journal of Critical Pedagogy, 4(1), 154-171.
Allwright, D. (1991). The death of the method (Working Papers No. 10). Lancaster, England: The University of Lancaster, The Exploratory Practice Center.
Alvarez, R., & Urla, J. (2002). Tell me a good story: Using narrative analysis to examine information requirements interviews during an ERP implementation. The DATABASE for Advances in Information Systems, 33(1), 38-52.
Arias Coronado, B. (2014). Post-method pedagogy as an alternative to autonomous and well oriented teaching practices. Enletawa Journal, 7, 145-158.
Ary, D., Jacobs, L.C. & Sorenson, C. (2010). Introduction to research education (8th ed.). New York: Wadsworth.
Ashari, N., & Zarrin, N. (2014). Problems in using communicative language teaching in Iran and possible solutions. Technical Journal of Engineering and Applied Sciences, 4(4), 257-266.
Best, W.J., & Kahn, V.J. (1998). Research in education (8th ed). Boston: Allyn & Bacon.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Fahim, M., & Ahmadian, M. (2012). Critical thinking and Iranian EFL context. Journal of Language Teaching and Research, 3(4), 793-800.
Fahim, M., & Pishghadam, R. (2009). Postmodernism and English language teaching. Iranian Journal of Applied Language Studies, 1(2), 27-54.
Freire, P. (1970). Pedagogy of the Oppressed, New York: The Seabury Press.
Gholami, J., & Mirzaei, A. (2013). Post-method in EFL teaching in Iran: Barriers, attitudes, and symbols. Research Journal of English Language and Literature, 1(2), 50-64.
Ghorbani, M. R. (2012). Controversy over abolishing Iranian university entrance examination. Asian Education and Development Studies, 1(2), 139 – 152.
Giroux, H. A. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis: University of Minnesota Press.
Hazratzad, A., & Gheitanchian, M. (2009). EFL teachers’ attitudes towards post-method pedagogy and their students’ achievement. Proceedings of the 10th METU ELT Convention.
Izadinia, M. (2009). Critical pedagogy: An introduction. In P. Wachob (ed.), Power in the EFL Classroom: Critical pedagogy in the Middle East, 7-16. Newcastle upon Tyne: Cambridge Scholars Publishing.
Khatib, M., & Fathi, J. (2012). Post-method pedagogy and ELT teachers. Journal of Academic and Applied Studies, 2(2), 22-29.
Kolb, S.M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83– 86.
Kumaravadivelu, B. (1994). The post-method condition: Emerging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.
Kumaravadivelu, B. (2001). Toward a post-method pedagogy. TESOL Quarterly, 35(4), 537-560.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
Kumaravadivelu, B. (2005). Understanding language teaching: From method to post-method. Mahwah, NJ: Erlbaum.
Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trend. TESOL Quarterly, 40(1), 59-81.
McMorrow, M. (2007). Teacher education in the post-methods era. ELT Journal, 61 (4), 375-377.
Norton, B., & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
Pennycook, A. (1989). The concept of method, and politics of language teaching. TESOL Quarterly, 23(4), 589-618.
Pishghadam, R., & Mirzaee, A. (2008). English language teaching in post-modern era. Teaching English Language and Literature, 2, 89-109.
Pishghadam, R., & Saboori, F. (2013). Construction, Validation, and Application of a Teacher Status Scale (TSS): A Case of Iranian Junior High School Teachers. Issues in Language Teaching, 2(2), 1-26.
Prabhu, N.S. (1990). There is no best method-why? TESOL Quarterly, 24(2), 161-176.
Sadeghi, S., & Ketabi, S. (2009). From liberal ostrichism to transformative intellectual: An alternative role for Iranian critical pedagogues. ELTED, 12, 52-60.
Saengboon, S. (2013). Thai English teachers’ understanding of post-method pedagogy: Case studies of university lecturers. English Language Teaching, 6(12), 156-166.
Schmenk, B. (2005). Globalizing learner autonomy. TESOL Quarterly, 39(1), 107-118.
Sert, N. (2006). EFL student teachers’ learning autonomy. Asian EFL Journal, 8(2), 180-201.
Silverman, D. (2000). Doing qualitative research. London: Sage publications.
Smyth, J. (2000). Reclaiming Social Capital through Critical Teaching. The Elementary School Journal, 100 (5), 491-511.
Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9 (1), 5-29.
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: SAGE.
Tekin, M. (2013). An investigation into novice English teachers’ views and beliefs about method and post-method pedagogy in Turkish EFL context. Turkish Online Journal of Qualitative Inquiry, 4(4), 55-69.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.
Zeng, Z. (2012). Convergence or divergence? Chinese novice EFL teachers’ beliefs about post-method and teaching practices. English