Unlocking Language: EFL Teachers' Perspectives on Constructivist Philosophy in Practice
Ali Ahmad Al-Barakat – Rommel Mahmoud AlAli – Ruba Fahmi Bataineh – Ashraf Mahrous Zaher
DOI: 10.18355/XL.2025.18.03.02
Abstract
This study explores how language teachers perceive the effect of integrating constructivist teaching philosophies into their foreign language classroom. It seeks to explore teachers’ perceptions of the effect of constructivism on language proficiency and the pedagogical applications of constructivism in foreign language education. Using a qualitative research design, fifty-five English language teachers, from the public schools in Riyadh and Amman, the capital cities of Saudi Arabia and Jordan, were interviewed. The grounded theory approach was used to analyze the data, enabling the identification of common themes based on reported teacher practices. Findings reveal that constructivist pedagogy enhances language learning by encouraging authentic, collaborative situations that deepen comprehension beyond rote memorization of grammar and vocabulary. Moreover, the findings indicate that constructivism transforms the teacher from ‘sage on the stage’ to ‘guide on the side,’ as he/she facilitates learners’ active knowledge construction and supports confidence building towards putting language to actual use in everyday, real-life situations. Considering the findings, the authors recommend that practical constructivist applications be incorporated in teacher training programs and that language curricula be designed around interactive, meaningful activities that promote learner active participation and language development.
Key words: collaborative learning, Constructivism, English as a foreign language, language proficiency, pedagogy, teacher facilitation
Pages: 18-32
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