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

Though no method is the best and every educational situation invokes itsunique 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 aneducational guideline termed “EEDA” for managing EFL educationalsettings and put it into SWOT analysis. EEDA’s axiomatic componentswere first formulated in alignment with theories in the sociology, and thepsychology of teaching and learning. Next, through self-introspection in aSWOT analysis, some positive and negative aspects of the protocol werealleged. Accordingly, its emphasis on learners’ metacognitive developmentskills, goal-orientation, bilateralism of accountability, and synergeticnetwork of participation were considered as worthy features whereasdevising some solid validating routes for further executability and adoptinga germane pace of policy change were claimed to be some areas ofpotential threat.