Constructivism in TESOL: CALL and EFL Classroom Learning

Introduction and Overview

This study focuses on constructivism in teaching English to speakers of other languages (TESOL) and examines the subject from both a global and a Thailand-specific perspective. The paper is divided into five distinct sections. The first section discusses constructivist teaching and aims to introduce the reader to the topic. The second section presents the case study on which the investigation is based: a Thailand EFL classroom. The third section addresses the English language and related issues from a general perspective. The fourth section discusses the use of Computer Assisted Language Learning (CALL) as a tool for constructivism in the TESOL classroom. Finally, before concluding, the study presents several previous studies related to the topic.

By way of introduction, a study conducted on students at a South East European University found that students who were learning to communicate and write in English were aided by the use of computer technology as a constructivist learning tool. This technology benefited students because they could acquire vocabulary and grammar without encountering major difficulties. The use of CALL programs offers numerous activities that engage students in language learning (Anderson & Freebody, pp. 88–92). Furthermore, CALL integrates activities that students can readily use to engage with the English language — activities that also assist teachers in addressing problems students face when learning English.

According to Jonassen (1999, p. 34), constructivist teaching traces its origins to constructivist learning theory. This theory holds that a student's learning process is built upon the knowledge he or she already possesses — knowledge referred to as schema. Because the entire learning process is built upon the learner's prior knowledge, constructivists argue that learning is more effective when the learner actively participates rather than passively acquiring information. Scholars have accordingly proposed a range of learning methods grounded in constructivist theory. These methods are designed to position the teacher not as a direct instructor but as a guide who leads learners through activities and questions, encouraging them to explore, discuss, and construct new knowledge.

Constructivist Teaching Theory and Approaches

Vygotsky (1978, pp. 88–91) stated that the primary aim of applying constructivist learning theory is to enable students to acquire knowledge by training them to take initiative in their own learning experiences. This approach has several defining characteristics: teachers serve as facilitators who encourage student autonomy and responsibility, performing the roles of scaffolding, coaching, and modeling. Learning experiences under this strategy are student-centered and interactive; the environment is generally democratic, and learners are actively involved in the process.

Bain (2004, pp. 14–19) identified the main difference between a traditional classroom and a constructivist classroom: in a constructivist classroom, students do not rely on repetition; instead, learning is accomplished through the interaction of knowledge and experience. Students' learning is not primarily guided by textbooks. Bain (2004, p. 21) further described distinctive features of the constructivist classroom that are absent from the traditional classroom. These include individual experiments followed by group discussion of findings, research projects in which students investigate assigned topics and present their findings, and field trips and films that provide visual context, adding another dimension to the learning experience.

It is also important to note that constructivist learning is applied in online learning environments. Tools such as blogs, wikis, and discussion forums are integrated into the learning experience to enable students to actively construct knowledge.

Several specific approaches to teaching based on constructivist learning theory have been proposed by scholars. One of the most notable is constructionism, developed by Seymour Papert and influenced by Piaget. Papert's constructionism closely resembles Piaget's constructivism but extends it by asserting that constructivist learning is most effective when learners are building a product that exists external to themselves — such as a computer program, a machine, or a sand castle. This approach is facilitated by construction application tools installed on personal computers. Advocates of computer use in education increasingly argue that learners should first develop multimedia literacy skills in order to make full use of these tools.

Other specific approaches in constructivist teaching include: reciprocal learning, in which students teach one another; procedural facilitation for writing; critical exploration; problem-based learning; inquiry-based learning; anchored instruction, in which problems and approaches are set within a narrative environment; and various collaborative or group-work methods.

In order to present a well-researched paper on constructivism in TESOL, this study investigates a constructivist EFL classroom based in Thailand, examining how the class has applied the constructivist learning theory and how this distinguishes it from a traditional classroom while realizing the benefits associated with constructivist teaching.

It is first important to acknowledge that Thailand's primary language is Standard Thai — also known as Siamese or Central Thai — the official language used by over 20 million citizens in their daily lives. English is therefore a foreign language in Thailand. Students who enroll in EFL classes typically do so for a range of reasons: to broaden their educational background by developing writing and speaking skills in English, or because they plan to travel, study, or work in a country where English is the official language. The motivations for learning English will be examined more fully in the following section.

Case Study: Thailand's EFL Classroom

Chapter five of this study discusses how the use of CALL in EFL classrooms in Thailand relates to constructivist learning theory and constitutes an example of constructivism in teaching English to speakers of other languages.

Numerous articles, journals, and books — including Kukulska-Hulme (1999, pp. 163–170) — describe English as a West Germanic language that emerged from the Anglo-Saxon kingdoms of England and later spread as far as the south-east of Scotland. It was formed from a mixture of dialects and languages brought by Germanic settlers and Britons on the east coast of Great Britain, producing what became known as Old English — a name derived from the word Angles — in the early part of the 5th century. Old English was later replaced by Middle English, which arose as a result of the Norman conquest of Great Britain in the 11th century, during which Norman-French vocabulary was heavily borrowed. The spelling and vocabulary of Old English changed considerably as Romance language elements were absorbed, producing Middle English. Modern English emerged in the 15th century in southern England, driven by a shift in vowel usage and the assimilation of other European languages into Middle English.

An illustration of contributions made by different languages to the 7,476 most frequently used English words (Nation, 2001, p. 265):

Conclusion

This study has comprehensively covered the need and significance of constructivism in both learning generally and in TESOL classrooms specifically. It can be conclusively stated that constructivist learning is more effective not only in language learning but in general learning as well. The constructivist learning strategy is more likely to improve learner performance than traditional instructional approaches.