LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 2119.

DOI: https://doi.org/10.56712/latam.v6i3.4098

The Post-method teacher in the artificial intelligence age:
adapting, collaborating, evolving

El docente post-método en la era de la inteligencia artificial: adaptación,
colaboración, evolución

Rosa Cecibel Varas Giler

rvaras@uteq.edu.ec
https://orcid.org/0000-0002-2117-4128

Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador

Karina Fernanda Sotomayor Cantos

ksotomayor@uteq.edu.ec
https://orcid.org/0000-0002-6134-1875

Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador

Juliana Salmerón Lara

jsalmeron@uteq.edu.ec
https://orcid.org/0009-0009-2158-98904
Universidad Técnica Estatal de Quevedo

Quevedo – Ecuador

Artículo recibido: 03 de junio de 2025. Aceptado para publicación: 27 de junio de 2025.
Conflictos de Interés: Ninguno que declarar.

Abstract
The landscape of language education is shifting dramatically, driven by the burgeoning presence of
artificial intelligence (AI). Technology today is available everywhere and incorporated into many
aspects of our lives at an impressive speed. In this dynamic context, the post-method teacher emerges
as a vital figure, not just delivering instruction, but actively adapting, collaborating, and evolving
alongside AI tools. This paper delves into the intricate dance between human expertise and machine
intelligence, exploring how post-method teachers can harness the power of AI to personalize learning,
and augment reality. Post-method teachers can create dynamic and personalized learning experiences
that prepare students for success in the AI-driven future. This research was applied as a sample to 25
English professors from the Technical State University of Quevedo-Ecuador. Qualitative and
quantitative methods were applied with the survey as a research instrument. The data was analyzed
and interpreted using a descriptive approach. The findings of the study showed that all the participants
had a satisfactory understanding level of post-method pedagogy, however not all of them were
confident in their ability to use AI. This paper invites us to envision a future where AI and human
expertise synergistically enhance language learning, empowering post-method teachers to not just
adapt, but actively shape the evolution of education in the AI age.

Keywords: AI, post-method teacher, personalize learning, digital literacy

Resumen
El panorama de la enseñanza de idiomas está cambiando radicalmente, impulsado por la creciente
presencia de la inteligencia artificial (IA). La tecnología en la actualidad está disponible en todas partes

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e incorporada a muchos aspectos de nuestra vida a una impresionante velocidad. En este contexto
dinámico, el profesor post- método emerge como una figura vital, que no se limita a impartir la
enseñanza, sino que se adapta, colabora y evoluciona activamente junto con las herramientas de IA.
Este artículo ahonda en la intrincada danza entre la experiencia humana y la inteligencia de las
máquinas, explorando cómo los profesores post-método pueden aprovechar el poder de la IA para
personalizar el aprendizaje y aumentar la realidad. Los profesores post-método pueden crear
experiencias de aprendizaje dinámicas y personalizadas que preparen a los estudiantes para el éxito
en el futuro impulsado por la IA. Esta investigación se aplicó como muestra a 25 profesores de inglés
de la Universidad Técnica Estatal de Quevedo-Ecuador. Se aplicaron métodos cualitativos y
cuantitativos con la encuesta como instrumento de investigación. Los datos fueron analizados e
interpretados utilizando un enfoque descriptivo. Los hallazgos del estudio mostraron que todos los
participantes tenían un nivel de comprensión satisfactorio de la pedagogía pos método, sin embargo,
no todos confiaban en su capacidad para utilizar la IA. Este artículo nos invita a imaginar un futuro en
el que la IA y la experiencia humana mejoren sinérgicamente el aprendizaje de idiomas, capacitando
a los profesores de pos método no sólo para adaptarse, sino para moldear activamente la evolución
de la educación en la era de la IA.

Palabras clave: AI, profesor post-método, personalizar el aprendizaje, alfabetización digital

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.

Cómo citar: Varas Giler, R. C., Sotomayor Cantos, K. F., & Salmerón Lara, J. (2025). The Post-method
teacher in the artificial intelligence age: adapting, collaborating, evolving. LATAM Revista
Latinoamericana de Ciencias Sociales y Humanidades 6 (3), 2119 – 2132.
https://doi.org/10.56712/latam.v6i3.4098

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ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 2121.

INTRODUCTION

“To teach is to be full of hope” (Cuban, 1989, p. 249, as cited in Kumaravadivelu, 2003). There have
always been attempts in the field of English Language Teaching to find solutions to language teaching
problems. (Can. N. 2009). The adoption of new teaching approaches and methods has changed
constantly according to the learner’s needs. Effective English teaching is thought to be about using a
method correctly by applying its prescribed principles and techniques (Richards & Rodgers, 2001) cited
by Can N. (2009). Teachers who lean towards the Communicative Method are considered successful
due to the current that points to this method as one of the best, and those who use traditional methods
such as the audiolingual or Grammatical Translation Method are seen as old-fashioned, but when they
apply them in the classroom they agree that what the theory indicates does not reflect the educational
reality, aspects that push us to reconsider the relationship between theorizers and practitioners of
methods. In the ever-evolving landscape of language education, the traditional methodologies that
once defined the role of language teachers are giving way to a new era, the era of the Post-Method
which brings new insights into teacher growth by discussing the place of conventional teaching
methods and post-method pedagogy (Can. N. 2009). Kumaravadivelu (2003) underscores the
importance of moving away from the rigidity of traditional methods and adopting an approach that
allows teachers to select and combine various techniques and strategies based on the specific needs
of their students and educational contexts. In this sense, the post-method seeks to empower teachers
to be reflective, flexible, and capable of adjusting their teaching approaches according to the changing
realities of the classroom and the demands of students.

The inclusion of artificial intelligence (AI) in the context of language teaching can be considered as an
adaptation and evolution within the post-method philosophy. Cantos et al (2023) mention that Artificial
intelligence (AI) is having a substantial impact on several aspects of education, including teaching
English as a second language (ELT). AI-powered tools and technology enhance student learning
experiences by providing immersive and engaging content. Therefore, the integration of artificial
intelligence could be seen as part of the evolution of language teaching in the post-method era, where
various strategies are explored to maximize student learning. As we analyze the vast possibilities and
challenges presented by the integration of Artificial Intelligence (AI) into education, language teachers
find themselves at the intersection of innovation and adaptation. Drop Post method pedagogy in plus
technology in equal proportion. Mix the two elements and the product is a reshaped, restructured,
reformatted, reinvented, redesigned, and refreshingly new ideas in the teaching and learning process.
Siregar, S.D et al. (2021)

This article researches the deep transformations determining language education, focusing on the role
of the Post-Method Teacher and their ability to not only embrace but thrive in the dynamic AI age.
Through an exploration of core principles, technological advancements, and the imperative of adapting
teaching practices, we aim to solve the complexities and opportunities that lie ahead for educators
committed to guiding language learners through the 21st century. It is worth understanding how
language educators can skillfully navigate the changing educational landscape, collaborating with AI
technologies, and evolving their methods to foster effective language learning in this era of
unprecedented possibilities.

METHODOLOGY

The research had a quantitative and qualitative approach non-experimental because it describes details
of specific situations using research tools including such as a survey. It is limited to describing the
present situation in the institution, where is focused the research under study, as well as analyzing the
position of 25 EFL professors from the State Technical University of Quevedo, Ecuador in front of using
post-method methodology and artificial intelligence in their teaching practice. To ensure the strength
and accuracy of the questionnaire, a pilot test involving 5 professors from varied disciplines was

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conducted before the main study to improve clarity and comprehension, enhance validity and reliability,
increase response rate and efficiency, and Gain valuable feedback, the questionnaire itself, hosted on
the Google platform, consisted of three sections: informed consent, participant profile, and 10 multiple-
choice Likert-scale questions. According to Garcia J. (2004), descriptive research works on fact, its
fundamental characteristic is to present a correct interpretation of the observed reality, and may include
the following instruments: surveys, exploratory issues, cases, and causal, among others, because data
collection is unique.

Context

The research was carried out in Quevedo, having as participant professors of Quevedo State Technical
University where English is taught as a foreign language in various degree programs such as general
English and in the national and foreign languages teaching program. the study explored the knowledge
of professors related to post-method theory and artificial intelligence the data collection started after
obtaining all consent from the participants, the ethical approval was granted (Kaewkungwal & Adams,
2019). all of them experienced professors.

Participants

The survey used open-close questions for having many details as possible, allowing the informants to
answer from their frame of reference rather than being confined by the structure of pre-arranged
questions. Twenty-five professors participated in the studio. Thirteen males and twelve females. The
range of experience of teachers is between 11 and 20 years of professional service.

Instruments

To investigate the research questions a survey was applied divided into two parts. The first was
intended to know if professors were extent familiar with the keyprinciples of post-methodology and the
second one was if professors had used AI tools in their language teaching and how confident they were
using AI tools in their classroom.

Data collection methods

This survey uses multiple-choice options to gather quantitative data but also allows for open-ended
responses in questions 5, 6, 7, and 10 to capture qualitative insights. The first part is related to Post-
Method Methodology, and the second one has seven questions related to Artificial Intelligence. The
analysis of the answers was conducted according to the grounded theory (Glaser, 1998, 2005). First, all
the answers were read, and later we searched for connections among them (Holliday, 2005). It is
important to mention that this study followed the procedures of ethical considerations proposed by
Kaewkungwal and Adams (2019). Consent was granted, and it was explained all of the processes of
the investigation from the goals until the publication of the results.

LITERATURE REVIEW

A method has a set of procedures that a teacher has to practice in the classroom (Nunan, 2003). In the
words of Brown (2002), the concept of the method is a century-old obsession, imposing uniformity on
such diverse learners across the globe that is simply unsustainable and ineffective. Richard and Rogers
define a method as “an overall plan for the orderly presentation of language materials, no parts of which
contradicts and all of which is based upon the selected approach”. (2005, p. 19). A method is defined
to “consist of a single set of theoretical principles derived feeder disciplines and a single set of
classroom procedures directed at classroom teachers” (Kumaravadivelu, 1994, p. 29)

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Post-method can be defined as a process where the teacher himself/herself constructs classroom
procedures and principles based on his/her prior knowledge and experience and/or certain strategies
of teaching language. In other words, the concept of the method involves theorizers constructing
“knowledge-oriented” theories of pedagogy and post-method involves practitioners constructing
“classroom-oriented” theories of practice (Kumaravadivelu, 1994). It can be defined as “a particular
group of teachers, teaching a particular group of learners pursuing a particular set of goals within a
particular institutional context embedded in a particular socio-cultural milieu” (Kumaravadivelu, 2001)
cited by Paul, P.

The post-method pedagogy is not an alternative method of teaching language but rather an alternative
method (Chen, 2014). Post-method pedagogy has emerged breaking away from the traditional mold
and reimagining English language education as a collaborative journey, where learners and teachers
actively participate in shaping the learning process, unconstrained by methodological baggage,
celebrating the death of the methods. Kumaravadivelu (2003) cited by Golzar (2020) suggested a post-
method through which teachers could bridge between theory and practice by considering sociocultural,
political, economic, and institutional realities in a particular context.

The post-method pedagogy considers teachers as autonomous and students as the center of learning.
Post-method teacher autonomy requires confident and competent teachers who “want to build and
implement their theory of practice that is responsive to the particularities of their educational contexts
and receptive to the possibilities of their sociopolitical conditions” (Kumaravadivelu, 2001, p. 548) cited
by Adhikari, (2019). Post-method in language education represents a shift away from rigid, fixed
methods and towards a more flexible, learner-centered approach. It emerged in the late 20th century
as a critique of the limitations of traditional methods like the audiolingual method and the grammar-
translation method. The post-method era isn't about abandoning all methods but about flexibility and
creativity. It's about choosing the right tools for the job, putting the learner at the heart of the process,
and making language learning a delicious, personalized adventure. Teachers are considered great
sources as a result of their experience in the past as students, experience of teaching, knowledge of
one or more methods gained throughout their training as teachers, knowledge of other teachers’
actions and opinions, and their experience as parents or caretakers (Prabhu, 1990).

Chen (2014) cited by Golzar J. 2020, revealed that although teachers expressed their agreement with
post-method micro-strategies, their classroom practices were more teacher-centered rather than
student-centered as opposed to post-method pedagogy disciplines. Some of the principles and
philosophies of post-methodology are emphasis on Learner Autonomy, where learners are seen as
capable and independent individuals who should be actively involved in shaping their own learning
experience, teachers act as facilitators and guides, encouraging learners to take ownership of their
learning goals and strategies, the emphasis is placed on developing learner agency and critical thinking
skills.

Another principle is the Decentralization of Authority, there is no single "correct" method or approach
to language learning. Teachers and learners collaborate to decide what works best for them in a
particular context, and the focus is on experimentation and adaptability, rather than strict adherence to
prescribed methods.

Post-methodology recognizes the importance of learners' existing linguistic repertoires and cultural
backgrounds. The goal is to develop learners' plurilingual and intercultural competencies enabling them
to communicate effectively in diverse contexts. The exposure to multiple languages and cultures is
encouraged.

Post-methodology focuses on Meaning and Communication because language learning is seen as a
process of building meaning and achieving communicative competence, not just mastering grammar

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rules. Tasks and activities are designed to be authentic and relevant to learners' lives and interests.
Learner creativity and self-expression are valued. It's important to note that post-methodology is not a
fixed set of rules or prescriptions. Rather, it provides a framework for teachers to think critically about
their practice and create language learning experiences that are tailored to the needs of their learners
and contexts.

Post-Method considers teachers as Reflective Practitioners who constantly question and evaluate their
teaching practices. They are open to new ideas and willing to adapt their methods based on the needs
of their learners and the ever-changing context of language education. One important aspect of post-
method pedagogy is collaboration and professional development. However, these concepts do not
mean that teachers are free in their decisions, they base them on principles to conduct effective lessons
as Can N (2009) cited expressing that there are three-dimensional and Macro-strategic frameworks
that provide teachers with such principles that are generalizable, open-ended, descriptive, theory-
neutral, method-neutral, and thus, not restrictive.

Types of AI technologies used in language education

Technology isn't just a side dish in the post-method era. It's a powerful tool that enhances and expands
learning, from language learning apps to virtual reality tours. It works best when it is used as a tool to
help solve problems. Altun, M., & Khurshid Ahmad, H. (2021). Learning languages just got easier (and
more engaging) thanks to technology! Students now have access to hundreds of real-time resources,
from online dictionaries and flashcards to interactive websites and diverse conversation partners. Gone
are the days of static textbook examples; students can now immerse themselves in rich, authentic
language experiences. Technology can even boost traditional learning environments. Imagine students
recording themselves practicing a foreign language and receiving personalized feedback, or interacting
with classmates via text chat during class, allowing them to thoughtfully craft their responses. With
technology by their side, language learning is on the fast track to success!

In the words of Altun, M., & Khurshid Ahmad, H. (2021), “Using classroom technology encourages
English students to promote their success in English. In addition to the traditional methodologies,
technology offers many learning opportunities. Teachers therefore have many resources and materials
for their lessons. Cutter also explains the increase in engagement in technology. Students are
motivated more while they are working on computers and using modern devices than they are working
with textbooks (Cutter, 2015). Nomass, B. (2013) Stated that English language learners can learn,
including the use of web-based language learning programs, innovative presentation software,
dictionaries, chat functions, emails, and computer-assisted language learning programs as proposed
in this paper.

Adaptive learning platforms

Smyrnova-Trybulsa et al. (2022), argue that Adaptive learning platforms (ALT) refer to technologies that
can function in conjunction with the learning process of a learner. Learning materials are personalized
to each student's needs and learning styles since they are based on algorithmic learning technologies.

Adaptive learning platforms in EFL frequently include features such as tailored lesson plans, real-time
feedback on language competency, and adaptive exercises that increase in difficulty based on the
learner's abilities. This not only promotes a more engaging and relevant learning experience but also
increases the efficiency of study time.

To summarize, adaptive learning systems in EFL disrupt the traditional educational paradigm by
employing technology to provide tailored and effective language learning experiences. As these

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platforms improve, they have the potential to make language instruction more accessible, entertaining,
and personalized to the individual needs of each learner.

Chatbots and virtual assistants

Gupta et al. (2020) mention that AI chatbots are replacing human responses with software. Chatbots,
or virtual assistants, are becoming increasingly popular due to advancements in AI, machine learning,
neural networks, and natural language processing. Chatbots interact with humans through interactive
inquiry.

Chatbots and virtual assistants contribute significantly to English as a Foreign Language (EFL)
instruction by delivering interactive and individualized learning experiences. Chatbots in EFL enable
text-based interactions, measure language skills, help with vocabulary and grammar, and provide
cultural insights. Virtual assistants, with their natural language processing abilities, facilitate oral
communication practice and provide real-time feedback. Both technologies make it easier and more
convenient for students to study at their own speed. Chatbots and virtual assistants, while not able to
completely replace human interaction, can help to create a more dynamic and interesting language
learning environment in EFL.

Automated assessment tools

Automated assessment tools are essential for teaching English as a Foreign Language, as they provide
objective evaluations of language abilities such as reading, writing, listening, and speaking. These tools
provide rapid feedback, adjust to individual competence levels, and measure a variety of language skills,
including pronunciation and writing. They contribute to data-driven insights, allowing educators to
personalize instruction to students' requirements. Despite its benefits, problems include limitations in
judging sophisticated language skills and the requirement of striking a balance between technology
and human judgment during the learning process. Overall, automated evaluation technologies increase
the efficiency and effectiveness of EFL education.

Personalized learning tools

Personalized Learning provides an opportunity to reformulate the learning process for each learner by
tailoring students' learning according to their individual, diverse learning needs and interests, rather
than exposing them to the same input that may not be relevant to their diverse (Sabrina, 2020).

So, a personalized learning tool for English as a Foreign Language adjusts to individual learners by
providing adaptive information, tailored learning routes, and recognition of various learning styles. It
comprehensively keeps track of progress, allowing for variable scheduling, offering rapid feedback, and
integrating several resources. The program is customizable, allowing for targeted language skill
improvement and real-world language application. Overall, the goal is to provide each student with an
engaging, personalized, and efficient language learning experience.

The Post-Method teacher and the technology

The relationship between post-method teachers and technology is complex and evolving, with
opportunities for them to personalize learning experiences by providing adaptive learning platforms, AI-
powered feedback, and diverse learning resources. This aligns with the post-method emphasis on
individual needs and preferences. Also, tools can enhance collaboration and communication between
teachers, students, and experts beyond physical boundaries, enriching the learning environment and
fostering global connections. Another positive aspect has to do with creativity and innovation due to
technology offers new possibilities for engaging and diverse learning activities, including simulations,

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virtual reality experiences, and interactive content creation tools stimulating and encouraging students
to become active participants in their learning.

Furthermore, technology can be a valuable tool for professional development, providing access to
online resources, communities of practice, and opportunities for experimentation and feedback. This
can empower post-method teachers to stay informed and adapt their practices to a changing
educational landscape, in contrast, it is necessary to consider challenges too since this methodology
emphasizes learner autonomy and adaptability, while technology can often impose prescribed
structures and limitations. Many post-method teachers may not have extensive experience with
technology tools or pedagogical approaches that effectively integrate them. This can lead to difficulties
in choosing and implementing suitable tools. Additionally, not all students or teachers have equal
access to technology, both in terms of hardware and internet connectivity. This can create disparities
in learning opportunities and exacerbate existing inequalities, on the other hand, the use of technology
in education raises concerns about data privacy, bias in algorithms, and potential ethical issues. Post-
method teachers need to be aware of these concerns and address them responsibly.

RESULTS AND DISCUSSION

This section presents the results and discusses the main answers that have emerged from the survey.

Regarding question 1 of the Post-method was verified that 2 (8%) professors were experts with the key
principles of post-methodology in language education, 7 (28%) were very familiar; 6 (24) were
moderately familiar, 7 (28%) somewhat familiar and 3 (12%) of them were not familiar at all, as a
complement question 2 related to incorporate post-methods approaches into their teaching indicates
that 4 (16%) always do it, 9 (36%) frequently, 8 (32%) occasionally, 3 (12%) rarely, and 1 (4%) never use
this approaches, revealing that while many professors are familiar with post-methodology, further
training or support might be needed to increase expertise and ensure consistent implementation it is
positive to know that a high percentage of them use Post-method approaches in their teaching practice.

Concerning question 3, on the use of Artificial Intelligence in their language teaching, 10 (40%)
expressed yes, 10 (40%) sometimes and 5 (20%) don’t use AI tools, and in contrast, not all of them are
confident in their ability to use AI, because only 3(12%) are extremely confident using AI and most of
them add up to a 72% vary between very - moderately and somewhat confident in their abilities using
AI in their classrooms. The types of AI tools used by most professors are Automated assessment tools
with 52% and the least used are adaptive learning platforms and Chabot and virtual assistants with 28%
representing 7 professors. One professor indicated he uses Kahoot in their teaching practice.

Furthermore, the biggest benefits professors have experienced using AI tools in their teaching are:
increased student engagement 60% of them, improved student learning outcomes 52%, personalized
learning experiences 44% more efficient use of time 36%, 4 professors considered as benefits increase
curiosity and critical thinking, students are more motivated and improved teaching effectiveness and
confidence. On the contrary, the biggest challenges they have faced using AI tools are lack of training
and support 68%, data privacy and security concerns 32%, and limited compatibility with existing
curriculum and resources, 1 professor mentioned the risk of getting inaccurate
answers/suggestions/misleading from Chabot as another challenge.

Question 8, related to if AI will change the role of teachers in the future 12 (48%) teachers will need to
develop new skills and expertise to work with AI, and a minimum of 2 professors considered that AI will
have a minimal impact on the role of teachers. Most of them 10 (40%) are very optimistic about the
potential of AI for post-method language teaching 8 (32%) somewhat optimistic and 7 (28%) are neutral.

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Question 10 was open, and it received comments about AI in education and its implications for post-
method teachers’ suggestions indicated that “teachers need to self-evolve and identify their new beliefs
in ELT”, “human brains cannot be replaced by AI Human brains will always rule the world, even when AI
will have a great impact on the students and teachers for educational purposes”, “Current output
inaccuracies from current AI do not allow a total and reliable implementation in the English teaching
classroom. However, these days it is an important tool for reading and written interaction with a
machine”, “Artificial intelligence today is a challenge that we must accept, since it undoubtedly makes
it easier in every sense for knowledge to be more significant when it is considered that AI is only an
instrument”, “I think AI in education offers exciting possibilities, aiding personalized learning and
automating routine tasks. Post-method teachers can leverage AI as a tool for adaptive instruction,
focusing on individual student needs and fostering a more interactive and dynamic learning
environment. However, it's crucial to balance technology with human touch, ensuring that teachers
remain central to the educational experience, guiding and mentoring students in their unique learning
journeys”, “ AI has become a preponderant tool in education in the post-method era providing a highly
pertinent context for its use in teaching and learning” and, “The integration of AI in education presents
opportunities for post-method teachers to enhance the learning experience by personalizing instruction,
leveraging data for informed decisions, and fostering critical thinking skills. However, it also comes
with responsibilities, such as addressing ethical considerations, promoting digital literacy, and ensuring
accessibility for all students. Embracing AI in education requires a thoughtful and adaptive approach
to harness its benefits while navigating potential challenges”

From the analysis of the received data, the following aspects were identified:

Post-method methodology is known and applied by professors of language teaching, permitting
students to actively participate in identifying their own learning goals and needs, shaping the direction
of their studies, engaging in regular self-reflection, applying their language skills to tackle real-world
problems or scenarios, exploring multiple perspectives on complex issues, developing their critical
thinking and argumentation skills, work on long-term projects that require them to use their language
skills in various contexts and for different purposes.

Artificial Intelligence is a powerful tool that helps professors to analyze data, solve problems, perform
tasks, and dynamize classes through the use of adaptive learning platforms, that rapidly have
transformed the teaching world, as a result, classes nowadays are engaged, personalized, have
improved student learning outcomes and best of all, it is an efficient time saver. Nevertheless, the
immense scope offered by artificial intelligence is still being explored, and not all professors know
modern tools as the authors would like to recommend:

The analyzed aspects give the authors a clear picture of the importance and relationship between post-
method teachers and technology determined as complex and multifaceted, moreover, the success of
technology integration for post-method teachers depends on their critical reflection, pedagogical
expertise, and ability to choose and adapt tools in ways that complement their teaching philosophies
and enhance student learning.

CONCLUSION

This study indicated that the relationship between post-method teachers and technology is not static;
it's constantly evolving as new technologies emerge and educational practices adapt. Post-method
teachers who embrace critical reflection and continuous learning will be well-positioned to navigate
this evolving landscape and leverage technology to enhance their post-method teaching approaches.
It is necessary to consider challenges like to find a balance between learner autonomy and adaptability
with the structures and limitations that technology offers, the inexperience of professors with
technological approaches for effective integration, and inequalities in access to technology, found in

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this study showed that even though professors know the unlimited opportunities offered by technology
through learning platforms, enhance communication between teachers and students fostering global
connections, engaging learning activities including simulations, virtual reality experiences, and
interactive content creation tools, not all of them are confident using it as the trends mark. Professors
are conscious that AI tools increase student engagement, improve student learning outcomes,
personalize learning experiences, increase the curiosity and critical thinking of students, and improve
teaching effectiveness and confidence, however, it is essential to train teachers in new technological
tools to improve their teaching activity. Authors conclude that technology can be a valuable tool for
professional development providing access to online resources, communities of practice, and
opportunities for experimentation and feedback, empowering post-method teachers to stay informed
and adapt their practices to a changing educational landscape.

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ANNEXES

Rosa Cecibel Varas Giler is a faculty member at the English Department, State Technical University of
Quevedo, Ecuador. Her email is rvaras@uteq.edu.ec and her phone number is 0990018397. She holds
two master’s degrees in TEFL. She has 15 years of teaching experience and constantly she participates
in some academic, personal, and professional development programs each year. She continually
attends teacher training, curriculum development, and technology courses that contribute to her
academic improvement. Her research interests includeteacher identity, educational technology, need
analysis, curriculum design, and issues related to giving voices to others.

Karina Fernanda Sotomayor Cantos currently holds a position as an English teacher in the English
department, at the State Technical University of Quevedo, Ecuador. Having earned a Master's degree in
Teaching English as a Foreign Language, she has dedicated 13 years to teaching this language and has
authored some publications in this area. Her email is ksotomayor@uteq.edu.ec and her phone number
is 0981781692.

Juliana Mercedes Salmerón Lara graduated from the State Technical University of Quevedo, with a
degree in Accounting and Auditing Engineering. She has a Master's Degree in Accounting and Auditing.
Her e-mail address is jsalmeronl@uteq.edu.ec and her telephone number is 0984633471. She has
professional experience as an accountant for about 15 years in private companies. She attends
professional training courses and her research interests include education, accounting, financial, and
tax issues.