CONSTRUCTIVIST LEARNING THEORY IN ENGLISH LITERATURE AS A FOREIGN LANGUAGE (EFL): PRINCIPLES AND CLASSROOM PRACTICES

Abstract

This article examines the application of constructivist learning theory to the teaching of English literature in foreign language (EFL) classrooms. Constructivism, rooted in the cognitive work of Jean Piaget, the sociocultural theory of Lev Vygotsky, and the radical constructivism of Ernst von Glasersfeld, reframes knowledge as something learners actively build through experience, interaction, and reflection rather than passively receive from an authoritative source. When applied to literature instruction in EFL settings, this reframing carries particular significance: literary texts are inherently open to multiple interpretations, and language learners bring diverse linguistic repertoires, cultural schemata, and affective responses to the reading experience. The article surveys the theoretical foundations of constructivism, traces their extension into reader-response theory and communicative language pedagogy, and articulates a set of core principles for constructivist literature teaching, including learner-centeredness, activation of prior knowledge, social negotiation of meaning, scaffolding within the zone of proximal development, and authentic, task-based engagement with texts. It then translates these principles into concrete classroom practices, among them reader-response journals, literature circles, process drama, project-based and task-based literary units, and technology-mediated collaborative reading. Assessment approaches consistent with constructivist premises, such as portfolios, dialogic assessment, and performance tasks, are also discussed. The article considers the benefits of constructivist approaches for language and literary competence, motivation, and critical thinking, alongside the practical and institutional challenges that arise when these approaches are implemented in EFL contexts characterized by large classes, examination pressure, and varying learner proficiency. A sample constructivist lesson sequence built around a short literary text illustrates how the principles can be operationalized. The article concludes with implications for teacher education, arguing that preparing EFL teachers to facilitate constructivist literature classrooms requires sustained attention to questioning technique, task design, and tolerance for interpretive diversity.