Constructivism in EFL Instruction: Albanian Teachers' Perceptions and Practices
Abstract
A lot of research has been conducted in constructivism as a relatively new theory opposing traditional learning theories with its innovative ideas. In the field of English language teaching, however, and teacher�s cognitions of educational theories, research is still insufficient in the Albanian EFL context. This study explores Albanian EFL teachers� perceptions of constructivism and their classroom practices. The data was collected from four high school classrooms and two EFL teachers through classroom observations, semi-structured interviews and stimulated recall interviews within a trimester. Results showed that teachers support the constructivist perspective and the existence of its techniques in actual curriculums by implementing it sparingly throughout their lessons. However, data also revealed that the use of constructivist techniques could not be carried out based simply on personal cognitions due to unsuccessful results in students� socio- cultural behavior. The shift in usage of teaching techniques is analyzed and according to classroom implications the collected data is stated as helpful to understand the unconsciously employed techniques compared to the theoretical cognitions of English teachers. The findings were interpreted considering the teachers; understanding of the constructivist teaching process and its suggestions for changes in the role of the teacher and student with the aim of building a perfect environment for teaching and learning.
Keywords
Constructivism, EFL teachers, EFL classrooms, Teacher perceptions, Teaching practices
Authors
Jehona FEJZULLAI, Enriketa SOGUTLU
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