This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibague, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students’ artifacts, teacher’s field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field

中文翻译：

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从EFL课堂构建社会文化意识

本文报告了一项行动研究项目，该项目与哥伦比亚伊巴格的一所私立大学中的24名本科生组成。这项研究旨在表征大学生社会文化技能的发展，分析他们的看法，并研究教师的程序以及实施从后方法教育学中获得的提高文化意识宏观战略所需的可能含义。为了实现这些目标，在三个不同的阶段设计并实施了一系列相互关联的任务。为了收集数据，使用了五种数据收集方法：学生的文物，老师的田野笔记，问卷，视频记录和焦点小组。调查结果表明，这些大学生逐渐意识到，有机会开展使他们能够将英语课堂与本地和全球环境联系起来的任务的重要性。此外，学生们建议，这种教学法应作为其专业课程的明确组成部分。对文献的回顾还表明，在我们当地的情况下，这种具有后方法取向的社会文化研究是稀缺的，因此，本研究旨在弥合哥伦比亚ELT领域的这一差距。