The Role of Constructivist Theories in Teaching English as a Second Language (TESL)
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Constructivist theories have long influenced the field of English as a Second Language (ESL) education, highlighting learners’ active engagement, social interaction, and contextualized meaning-making. Unlike behaviorist or transmission-oriented methods, constructivism views language learning as a dynamic process of constructing knowledge through experience, association, and reflection. This article, therefore, synthesizes recent research on the role of constructivist theories in ESL teaching, exploring pedagogical models, classroom practices, and outcomes across various contexts. Following the PRISMA methodology, a comprehensive search was conducted through databases including Scopus, Web of Science, ERIC, and Google Scholar. Through an analysis of empirical and theoretical studies from 2010 to 2025. Results reveal that constructivist-inspired pedagogies, such as task-based learning, project-based instruction, collaborative learning, and scaffolding. These enhance communicative competence, learner autonomy, and critical thinking. Nevertheless, challenges persist in teacher preparedness, curriculum alignment, and assessment standardization. This paper concludes with recommendations for educators and policymakers to integrate constructivist frameworks systematically into ESL curricula, emphasizing teacher training, reflective practice, and culturally responsive methodologies.
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