Abstract
While the 21st-century demands the learners to be technologically competent and self-driven to cope with technological advancement, the educational practitioners find it challenging to prepare the young learners to keep pace with this demand. However, in doing so, to prepare the learners as adaptable to the 21st-century demands, constructivism can be envisaged as the most time-appropriate and updated theory of the teaching-learning process, compared to other approaches. Specifically, because one of the requirements from the learners of the 21st-century is to be self-driven and take ownership of the learning, constructivism is the closest theory to achieve this goal. This position paper aims to build a procedural link within 21st-century expectations and its cooperation with the constructivist learning approach. The paper also offers a design for constructivist teaching in ELT classrooms in the 21st-century and defines the role of teachers and students, as established by the literature.
Highlights
In the era of the 21st-century, the outcomes of dynamic technological advancement reflect on every aspect of our everyday life (Keser & Semerci, 2019)
The present study aims to show the common goals of both constructivist theory and 21st-century skills regarding ELT and how they are interlinked and can be practised simultaneously in the immediate educational institutions
The area of education, especially language education, is on the priority of consideration regarding the reflections of the advancements
Summary
In the era of the 21st-century, the outcomes of dynamic technological advancement reflect on every aspect of our everyday life (Keser & Semerci, 2019). Language education enables an individual, regardless of their residence, to use the advantage of the global data stream through a common language (Moeller & Abbott, 2018). In addition to a strong education policy, preparing well-equipped, competitive individuals with a high level of awareness is one of the primary demands of the 21st-century (Bedir, 2019). From this perspective, Ministries of education of both developed and developing nations worldwide search for new methods, technics, approaches, and even theories to employ in the educational institutions to achieve these goals.
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