Constructivism in TESOL: CALL and EFL Classroom Learning
This paper examines constructivism in Teaching English to Speakers of Other Languages (TESOL), drawing on both global perspectives and a Thailand EFL classroom case study. It introduces the constructivist learning theory, tracing its origins through Vygotsky, Piaget, and Jonassen, and contrasts constructivist classrooms with traditional instruction. The paper reviews Computer Assisted Language Learning (CALL) as a constructivist tool, discussing its design, benefits, and constraints. It also provides background on the English language, the distinctions between EFL and ESL teaching, and common motivations for learning English. Five empirical studies involving CMC and web-based language learning are reviewed, collectively demonstrating that CALL enhances learner motivation, vocabulary acquisition, and language outcomes in TESOL contexts.
- Introduction and Overview: Paper scope, structure, and CALL introduction
- Constructivist Teaching Theory and Approaches: Origins, characteristics, and specific constructivist methods
- Case Study: Thailand's EFL Classroom: Thailand language context and EFL student objectives
- The English Language and Reasons for Learning It: English history, teaching types, and learning motivations
- CALL as a Constructivist Tool in TESOL: CALL design, benefits, constraints, and constructivist alignment
- Previous Studies on CALL and Language Learning Outcomes: Five empirical studies on CMC and web-based language learning
- Conclusion: Summary of constructivism benefits and CALL effectiveness
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- Grounds theoretical claims in named scholars (Vygotsky, Jonassen, Bain, Piaget/Papert), giving the argument an identifiable academic lineage rather than relying on unsupported assertions.
- Uses a concrete geographic case study — a Thailand EFL classroom — to anchor abstract constructivist principles in a real instructional context.
- Synthesizes five independent empirical studies (Blake, Kitade, Alm, Son, Gobel) in a dedicated review section, providing evidence-based support for the central claim that CALL functions as a constructivist tool.
Key academic technique demonstrated
The paper demonstrates literature-supported comparative analysis: it consistently positions constructivist methods against traditional instruction, using cited sources to validate each contrast. This technique — defining a concept, naming its theoretical origin, then comparing it to a baseline — is a reliable structure for applied-education essays and helps readers evaluate the practical significance of theoretical claims.
Structure breakdown
The paper opens with an executive summary that maps the five-section structure, then moves from theory (constructivism) to context (Thailand EFL) to background (English language history and teaching types) to application (CALL) and finally to evidence (previous studies). This funnel structure — broad theory narrowing to specific empirical evidence — is well-suited to applied linguistics research papers at the undergraduate level.
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.
Constructivist Teaching Theory and Approaches
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.
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.
Case Study: Thailand's EFL Classroom
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.
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.
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.
This paper has also introduced and examined how constructivist learning is implemented through Computer Assisted Language Learning. CALL is a tool that facilitates constructivist learning and, in many configurations, integrates internet technology to enhance its capabilities.
In conclusion, research, language experts, and authors such as Nunan and Carroll (1998, pp. 98–125) and Bauman (2009, pp. 21–75) indicate that the use of CALL programs in EFL classrooms will improve learners' self-concept and command of basic language skills, since CALL provides a learner-centered experience in which the student takes full personal responsibility for — and confidence in — managing his or her own learning process.
Always verify citation format against your institution’s current style guide requirements.