Abstract
The present study endeavored to unveil the perception of Iranian EFL teachers on the applicability of postmethod, also the facilitative and deterrent factors in implementing it. To fulfill the purpose of this study, after selecting 23 male and female teachers, as the quantitative phase, a piloted questionnaire was distributed among them and the results were analyzed through Chi-Square, which showed that 36% of the respondents considered incorporating the parameter of particularity into their teaching practice as ‘moderately important’, and 18% regarded it as ‘greatly important’. The data analysis of the importance of teacher’s active involvement in postmethod procedure showed that 37% of the respondents considered this involvement ‘moderately important’, and 19% regarded it as ‘very important’. Also, Descriptive analysis of the factor of possibility shows that 37% of the respondents considered following the parameter of possibility in their teaching ‘rarely possible’, and 18% regarded it as ‘impossible’. Also, to fulfill the qualitative phase, the participants were interviewed by some standardized structured interview questions. The analysis of the results revealed that language center and supervisors are among the facilitative factors and time limitation and students’ lack of interest are among the challenges.