Effects of a Constructivist Learning Environment on Developing Writing Skills in EFL Students
DOI:
https://doi.org/10.15503/jecs2025.3.607.624Keywords:
cognitive constructivism, new input, old knowledge, social constructivism, second language, writing skillsAbstract
Aim. This research investigates the effectiveness of constructivist-based learning in developing the writing skills of EFL students.
Methods. A sample of 60 second-year students from the Department of English Language at “Aleksander Moisiu” University was selected. The sample was divided into two groups, an experimental group (n=30) and a control group (n=30), on the basis of English proficiency levels. The instruments used for this study include an EFL writing skills test (pre- and posttest) and the Writing Quality Scale (Stuart and Barnett, 2024) for scoring the written essays. The control group received instruction through a traditional teaching method, whereas the experimental group was taught in a constructivist learning environment. The analysis focused on the integration of new linguistic input into students’ writing tasks, assessing the lexical, grammatical, and textual elements they utilised to enhance their writing techniques.
Results. A comparison of the scores between the two groups revealed statistically significant differences in favour of the experimental group in terms of EFL writing skills. The findings suggest that students' writing skills improved over time with the implementation of the constructivist approach.
Conclusion. This study views the constructivist approach as a successful framework for teaching writing skills. However, the study’s limitations should be addressed, and other areas of learning should be explored to further verify the positive effects of constructivism in language education.
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