LANGUAGE LEARNING THEORIES AND THEIR IMPLICATIONS FOR EFL PEDAGOGY

Abstract

This study aimed to examine major language learning theories and their implications for English as a Foreign Language (EFL) pedagogy. A qualitative approach using a literature review method was employed to analyze behaviorism, cognitivism, constructivism, and sociocultural theory in the context of English language teaching. The findings indicated that no single theory was entirely sufficient; instead, an integration of multiple theories contributed significantly to effective teaching practices. Behaviorism emphasized repetition and reinforcement, while cognitivism focused on mental processes. Constructivism and sociocultural theory highlighted meaningful learning and social interaction. It was concluded that effective EFL pedagogy should be eclectic, taking into account learners’ needs, learning contexts, and instructional goals.