The Importance of Using Constructivist Approach in English as a Foreign Language(EFL) Classroom

Constructivism as a philosophy of learning was developed in the 20^th century by Jean Piaget. “Constructivism holds that learners learn actively and construct new knowledge based on their prior knowledge” (Sajna & Molly, 2015, p. 5).  In this approach learners are viewed as the knowledge constructors, who are actively involved in their learning process. Nowadays, constructivist approach is widely used by teachers in today’s English as a Foreign Language (Hence, EFL) Classroom  as it focuses on students engagement and autonomy.

  There are different reasons why we should use this approach in our language classrooms. “In the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where a teacher pours knowledge into passive students, who wait like empty vessels to be filled”(Westwood, 2008, p. 2). If we look at the constructivist classroom, students are actively involved in their learning process. Teaching is no longer transmission of  knowledge , it is more about to make students learn by themselves and the teachers never give students ready-made information, they lead students to obtain  this information by themselves. Peter (2008, p. 2) states that “the very nature of human learning requires that each individual create his/her own understanding of the world from firsthand experience, action and reflection, not from having predigested information and skills presented by a teacher and a textbook.” Thus, every method has different roles for teachers. According to constructivist approach  “knowledge is actively constructed by learners” (Arthur & Cremin, 2010, p. 47). For constructivists teacher role is facilitator. Students study from first hands-on  activities ,doing something and from being active.

Moreover, one of the goals,  teachers strive to achieve in constructivist classroom is to make students autonomous learners, which means encouraging them to learn by themselves and to be reflective ( looking at themselves what kinds of learners they are). “The goals for constructivist classrooms are to help children become reflective” (Westwood, 2008, p. 3).  One simply way how teacher can make them reflective is introducing  journals in EFL classroom, where students can write their feeling  about language  improvement.  Besides, creating constructivist classroom environment encourages students to be autonomous learners and to take ownership for their own learning, which makes them independent and self-motivated.

   We can implement different methods in our EFL classrooms to create constructivist environment. These methods are: discovery learning, project work, problem-based learning, etc. The implementation of those methods will enhance the students’ sense of independence in their learning and will make our students active participants. All these methods help teachers to motivate and engage learners. Let’s take an example of Project-based learning, as one of the effective ways, to make students construct their knowledge. Peter (2008, p. 17) believes that “ projects promote meaningful learning by connecting new information to students’ past experiences and prior knowledge and students are responsible for their own learning.” Here, teachers give students one topic and they find information and bring to class. They can prepare posters or presentations to present the information they have found. Thus, students are encouraged to think and reason independently. Projects are focused on real life issues, so with the help of this method they deep their knowledge and have a chance to work collaboratively.

     Besides of its advantages, this approach has some drawbacks. “Constructivist principles is no way guarantees that all students in the class will construct identical knowledge about a given topic”  (Westwood, 2008, p. 4).  We should not forget that “one-size instruction does not fill all” (Westwood, 2008, p. 5). There are students  who don’t have independent learning skills and are not self-motivated. So, for those students it is more suitable to use direct method, as they benefit  when they are taught directly.  “There is evidence that such students make better progress when they are taught explicitly and directly” (Westwood, 2008, p. 4). There are students, who need more guidance from teacher and minimal guidance is not enough for them. If we approach all students with the same method we may get the completely different outcome. That’s why it is so important to identify what kinds of learners we have and try to choose method which will benefit all learners in the classroom.

    To wrap up, introduction of Constructivist approach has changed the attitude toward teaching and learning. Here, the students have become the major participants of the learning process and teachers’ role is only to facilitate learners. Besides, teachers’ role is to create meaningful context which help students to construct their knowledge based on their own experience, so learning has become more meaningful for students. Constructivist approach helps to motivate and engage students by making them to take more active roles in their learning process and if we let them to do things by themselves they will learn better. “I hear, I forget;  I see, I remember; I do, I understand” (Arthur & Cremin, 2010, p. 49).

References

Arthur, J., & Cremin, T. (2010). Learning to Teach in the Primary School (2nd ed.). New York, The USA: Routledge.

Sajna, J., & Molly, V. A. (2015). Knowledge Creation in Constructivist Learning. Universal Journal of Educational Research, 3(1), 8-12.

Westwood, P. (2008). What Teachers Need to Know about Teaching Methods. Victoria, Australia: ACER Press.