Understanding EFL Instruction through Behaviorism, Cognitivism, and
Constructivism
The field of English as a Foreign Language (EFL) education draws heavily from foundational
theories of learning to inform instructional design and classroom practice. Among the most
influential are behaviorism, cognitivism, and constructivism—each offering a unique
perspective on how language is acquired and how instruction should be structured. This
essay critically examines these three major theories, highlighting their key concepts,
classroom applications, and theoretical distinctions, especially in relation to EFL teaching.
1. Behaviorism: Learning as a Conditioned Response
Behaviorism, primarily associated with B.F. Skinner (1957) and John Watson, is grounded
in the idea that learning is a process of forming habits through stimulus-response
conditioning. In this paradigm, the mind is seen as a "black box"—internal processes are
not considered essential to understanding behavior. Instead, learning is viewed as a
response to external stimuli, reinforced through repetition and positive or negative feedback.
In the EFL classroom, behaviorist principles manifest in methods such as the
Audiolingual Method (ALM), where students engage in pattern drills, mimicry, and
memorization of language structures (Richards & Rodgers, 2014). The teacher controls input
and reinforces correct responses, while errors are immediately corrected to prevent "bad
habits" from forming.
As Skinner (1957) noted, "Verbal behavior is behavior reinforced through the
mediation of other persons" (p. 2), underlining the transactional view of
language in behaviorism.
While behaviorism has been criticized for its mechanistic approach and neglect of learners’
cognitive processes, it has contributed significantly to the development of structured
repetition and accuracy-focused instruction, particularly at beginner levels.
2. Cognitivism: Learning as Information Processing
Cognitivism arose as a response to the limitations of behaviorism, especially its disregard for
the mind’s role in learning. Influenced by scholars like Jean Piaget and Robert Gagné, this
theory sees learning as an active, internal process involving memory, perception, and
problem-solving. Learners are not passive recipients but rather information processors
who organize and store knowledge using mental structures known as schemas (Anderson,
1990).
In EFL education, cognitivism supports practices that help learners understand language
rules explicitly and develop mental strategies to comprehend, produce, and analyze
language. Structured grammar instruction, concept mapping, and inductive learning activities
exemplify cognitivist methods.
According to Gagné (1985), “instruction should be designed to support internal
cognitive processes such as attention, encoding, and retrieval,” which are
essential in second language acquisition.
Cognitive theory supports the presentation-practice-production (PPP) model, where
language is first explained, then practiced in controlled activities, and finally used in freer
communicative contexts. This aligns with learners' need for declarative knowledge
(knowing that) to become procedural knowledge (knowing how), a process central to
second language acquisition (DeKeyser, 2001).
3. Constructivism: Learning as Meaning-Making
Constructivism, grounded in the works of Jean Piaget, Jerome Bruner, and Lev Vygotsky,
views learning as the process by which learners actively construct their own
understanding of the world. Knowledge is not transmitted from teacher to student but is
built through experiences, reflection, and interaction with the environment and others.
There are two main branches: cognitive constructivism (Piaget) focuses on individual
discovery, while social constructivism (Vygotsky) emphasizes learning through social
interaction and cultural context. The latter is especially relevant in EFL, where language is
inherently social and communicative.
In EFL classrooms, constructivist principles are embodied in student-centered activities
such as project-based learning, collaborative tasks, and meaningful problem-solving.
Teachers serve as facilitators, not authoritative sources of knowledge. Scaffolding—
temporary support adjusted to the learner's level—is a key pedagogical technique drawn
from Vygotsky’s concept of the Zone of Proximal Development (ZPD).
Vygotsky (1978) asserted that “what a child can do in cooperation today, he can
do alone tomorrow” (p. 87), highlighting the critical role of interaction in
language development.
Constructivism emphasizes authentic communication, contextualized learning, and the
co-construction of knowledge—principles that align with modern approaches such as
Communicative Language Teaching (CLT) and Task-Based Language Teaching
(TBLT).
Comparative Insights and Pedagogical Implications
While each theory offers unique insights, they differ significantly in their assumptions about
the learner, the role of the teacher, and the nature of knowledge:
Aspect Behaviorism Cognitivism Constructivism
Role of Passive Active processor Active constructor of
Learner responder knowledge
Role of Controller, Guide and provider of Facilitator and co-learner
Teacher reinforcer information
Nature of Habit formation Mental organization and Meaning-making through
Learning restructuring experience
Focus in EFL Accuracy, Rule understanding, Communication,
repetition strategy use collaboration, context
A well-rounded EFL curriculum benefits from an integrated approach, selecting practices
from each theory depending on learners' needs and proficiency levels. For instance,
behaviorist drills may help beginners internalize basic structures, while cognitive strategies
support grammar understanding, and constructivist methods foster fluency and real-world
communication.
Conclusion
Behaviorism, cognitivism, and constructivism each offer foundational perspectives that
continue to shape EFL pedagogy. From behaviorist reinforcement and cognitive strategy
training to constructivist exploration and collaboration, these theories serve not as competing
ideologies but as complementary lenses through which to understand and enhance
language teaching. An informed EFL teacher recognizes the strengths and limitations of
each and adapts instruction accordingly to foster comprehensive and meaningful language
acquisition.
References
● Anderson, J. R. (1990). Cognitive Psychology and Its Implications. W.H. Freeman.
● DeKeyser, R. M. (2001). Automaticity and automatization. In P. Robinson (Ed.),
Cognition and Second Language Instruction (pp. 125–151). Cambridge University
Press.
● Gagné, R. M. (1985). The Conditions of Learning (4th ed.). Holt, Rinehart and
Winston.
● Piaget, J. (1952). The Origins of Intelligence in Children. International Universities
Press.
● Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language
Teaching (3rd ed.). Cambridge University Press.
● Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts.
● Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press.
