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Multimedia English Teaching Approach Based on 
Constructivist Learning Theory 

 
John Michael Sasan 

PAU Excellencia Global Academy Foundation, Inc.  
Cebu City, Philippines  

https://orcid.org/0000-0001-5987-6937 
ABJ-4280-2022 

Johnmichaelsasan2@gmail.com 
Corresponding Author 

 
Annabelle R. Rabillas 

Department of Education 
Principal I 

https://orcid.org/0000-0001-9897-7749 
rabillasannabelle@gmail.com 

 
 

Abstract 

 
In the context of English study, multimedia has provided learners with unique 
features and benefits. Constructivist learning theory, on the other hand, has had 
a considerable impact on students' learning processes and progress as one of the 
most fundamental teaching theories in the field of education. This study looks 
at a wide range of sources to support the claim that integrating multimedia and 
constructivism theory improved students' overall English learning experience. 
While the authors of this study thought it would help students improve their 
English learning, they also wanted to give teachers a better method to help 
them reduce stress in the classroom while still providing an effective teaching-
learning process The integration of multimedia and constructivist learning 
theory has shown to be one of the most practical and effective approaches for 
acquiring the necessary skills and knowledge. The usage of multimedia and 
constructivism highlights the need of putting the student first. The application 
of theory to the tool has transformed teaching into learning and vice versa. The 
authors believe that English teaching should be in line with multimedia and 
constructivism, in which students are free to construct meaning from content 
and interact, with teachers serving as facilitators of learning, assisting students 
in scaffolding their potential and internalizing learning through application and 
experience 
 
Keywords: Constructivism, English Teaching, Learning Theory, Multimedia 
 
 
 

https://orcid.org/0000-0001-5987-6937
mailto:Johnmichaelsasan2@gmail.com
https://orcid.org/0000-0001-9897-7749


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Introduction 
 
Filipinos’ English proficiency is very renowned throughout the world, in fact, in 
2012 and 2013 the Philippines was named the world’s best country in business 
English proficiency according to the results of its annual Business English Index 
(BEI) even beating the United States (Mendoza 2012). However, for the past 
years, the country has been declining in the English Proficiency Index. It was 
placed in the 13th spot in 2016, the 15th spot in 2017, the 14th spot in 2018, and 
the 20th spot in 2019 (CNN Philippines Staff, 2020). In 020, the Philippines 
dropped from the 20th to 27th spot on the English Proficiency Index (EPI) 
(Baclig, 2020). The consistent drop in the country since 2016 has become the 
Philippines' one major concern. Furthermore, in 2021, WHO reported that 80 

percent of Filipino children “don’t know what they should know” in response, 
the Philippines Department of Education (DepEd) said that this will be taken as 
a challenge to improve the Philippines’ quality of education (Aguilar, 2021). 
 
The Senate has submitted a senate resolution No. 622 directing the declining 
English proficiency of Filipino Students. According to Pangket (2019), the 
factors that affect the decline of the English proficiency of the students are still 
unclear. However according to Mangada,2017 motivation play a significant role 
in attaining English language proficiency, thus, demotivating factors impede 
learners' learning motivation and this led to the unsuccessful mastery of English 
language proficiency. This remark was supported by Pangket, 2019 stating that 
motivation influences learners’ proficiency. But he further added that cognitive 
and linguistic factors, teaching strategies, curriculum, and other pequirements 
impede the mastery of proficiency of learners (Pangket, 2019). As a matter of 
fact, the Philippines in its language proficiency has aided the economy and 
helped the country surpass India as the world's top voice outsourcing 
destination in 2012 (Cabigon, 2015). According to the World Economic Forum 
Annual Meeting 2017, high English proficiency is associated with greater GDP 
per capita, and job seekers with strong English language skills earn 30–50% of 
the country's revenue (World Economic Forum, 2018). 
 
English as a second language is now more important than ever in the 
Philippines, as seen by its standing as a core subject of education and 
curriculum (Crookes, 2018). As the number of English language learners grows 
the efficacy of the English language the teachers should grow and enhance. In 
terms of good advances, technology offers a variety of ways to make education 
more engaging and productive. Technology is one of the most powerful 
elements influencing social and linguistic change. It's been proven that mixing 
words and graphics improve people's ability to assimilate vast amounts of 
information. Utilizing multimedia increases people's capacity to absorb large 
volumes of data it provides a complex multi-sensory experience in exploring 
the world (Mayer, 2001).It is critical to employ a variety of teaching approaches 



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and to make the classroom atmosphere as interesting and dynamic as possible 
in order to attain the ultimate aim of student learning (Nagler, 2016). 
 
There are numerous learning styles, teachers must incorporate activities that 
appeal to each one in their curriculum to ensure that all students succeed in 
their classes (Gilakjani, 2012). Multimedia technology and its application to 
teaching, which includes audio, visual, and animation effects, has come into full 
play in English class teaching, providing a favorable platform for reform and 
exploration of the English teaching model in the new era (Shabiralyani, 2015). 
With the advancements in ICT multimedia learning and teaching approach can 
be easily integrated (Mayer & Moreno, 2002). Almara'beh (2015) supported the 
idea by saying that it aids in the enhancement of the learning process and 
improves information retention.  
However, Rapanta, et al., (2020) highlighted that without an interactive 
environment and strong teacher-student interaction, multimedia alone would 
not suffice.  
 
Constructivism is a teaching and learning philosophy based on the premise that 
cognition (learning) is the result of students' blending new information with 
what they already know (Bada, 2015). Constructivism is concerned with the 
scenarios and that are necessary for multimedia learning, such as research and 
decision-making applications, as well as cooperation and active involvement 
among learners (Gilakjani, 2013). Constructivists believe that the setting in 
which a topic is taught, as well as the beliefs and attitudes of students, have an 
impact on learning (Gray, 2019). Jaleel & Verghis (2015) on one hand, said that 
by integrating the multimedia approach with constructivism theory, a dynamic 
knowledge production system may be created. Thus, the goal of this study was 
to compile various literature that may support the assertion that the integration 
of multimedia and constructivist learning theory is essential for students' 
learning mastery.  
 
Methodology  
 
During the review process, the retrieval, selection, and analysis of the literature 
were all rigorously followed. To find the sources, search terms and phrases 
such as multimedia, constructivism, learning theory, motivation, and a 
combination of constructivist multimedia were utilized. The paper focused on 
secondary sources that could provide strong grounds for the importance and 
influence of integrating multimedia and constructivist learning theory on 
students' English learning progress. This review was based on journal articles, a 
report, and a published journal in a local, national, and international 
publication that was cited by numerous significant authors. 
Theoretical Framework 
 



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The rapid development of information and communication technology in the 
21st century promotes a significant impact on the teaching and learning 
process. Incorporating the media (symbols, images, pictures, audio, video, 
animations, or a combination of all) into teaching enhances learners’ interest, 
understanding, and interaction (Abdulrahaman, et al., 2020). 
 
In the field of education, teaching and learning theories are essential to ensure 
the quality and relevance of education. Integrating constructivism learning 
theory and the media technology approach into the paradigm of teaching can 
expand classroom boundaries and improve the learners’ practical experiences. 
Constructivism theory stresses the individual construction of knowledge by 
connecting their preexisting conceptions to their experiences (Mathews, 1998; 
Olusegun, 2015). According to Cobern (1993), “Learning by construction thus 
implies a change in prior knowledge, where change can mean replacement, 
addition, or modification of extant knowledge” (p.1). Effectively utilizing the 
media and understanding the principles of constructivism can efficiently enable 
the teacher's role as a “facilitator of learning”—supporting the learners to 
progressively move toward mastery of tasks and create a unique learning 
environment necessary for achieving the desired learning outcomes.   
 
The Decline of Filipino’s English Proficiency  
 
In the conducted online Standard English Test (SET), administered by English 
Proficiency Education First, a Swiss-based global company focusing on 

language, academic, cultural exchange, and educational travel programs. The 
Philippines’ fall from 14th place in 2018 to 20th in the 2019 English Proficiency 
Index (EPI) is a cause for worry that the country’s education sector should 
immediately address. According to the result, the Philippines' drop from 14th to 
20th on the 2019 English Proficiency Index (EPI) is concerning, and the school 
system should address the problem as quickly as feasible (Valderama, 2019). 
 
In one of the studies, college graduates in the Philippines received an average 
score of 631.4 in English proficiency, which was lower than the 650-goal 
established for taxi drivers in Dubai, United Arab Emirates. This was revealed 
in the early findings of two-year research-based on TOEIC measurements, 
which indicated that Filipino graduates' English abilities were below compared 
of the taxi drivers in Dubai (Morallo, 2018). 
 
As seen by its standing as a core subject of education and development, English 
as a second language is now more important than ever in the Philippines, as 
seen by its standing as a core subject of education and curriculum. Many 
teaching approaches have been developed to improve the efficacy of the 
English language teaching process as the number of English language learners 
grows. 
 



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In this era, contemporary English teachers’ challenges and obligations have 
risen. The direction of English language training has fundamentally changed as 
a result of the spectacular arrival of new technologies. In terms of good 
advances, technology offers a variety of ways to make education more engaging 
and productive. Technology is one of the most powerful elements influencing 
social and linguistic change. 
 
 
The Application of Multimedia in the Teaching of English 
 
It's been proven that mixing words and graphics improve people's ability to 
assimilate vast amounts of information. Utilizing multimedia increases people's 
capacity to absorb large volumes of data it provides a complex multi-sensory 
experience in exploring the world through the presentation of information 
through text, graphics, images, audio, and video, and there is evidence to 
suggest that combining words and pictures increases the likelihood of people 
being able to integrate a large amount of information (Mayer, 2001). 
 
Students learn best when they can perceive the value and significance of the 
knowledge offered in class. Students will not learn if they are not interested in 
the subject offered. It is critical to employ a variety of teaching approaches and 
to make the classroom atmosphere as interesting and dynamic as possible in 
order to attain the ultimate aim of student learning. Students learn in a variety 
of methods. Some like to learn visually, while others prefer to learn through 

aural or kinaesthetic means. Charts, graphs, and drawings are used to teach 
visual learners. Listening to lectures and reading is how auditory learners learn. 
Learners who are kinaesthetic learn by doing. One, two, or three learning styles 
are available to students. 
 
 There are numerous learning styles, teachers must incorporate activities that 
appeal to each one in their curriculum to ensure that all students succeed in 
their classes. We all appear to have distinct learning processes, despite the fact 
that we use all of our senses to gain information. To help all students learn, we 
need to teach as many of these preferences as possible (Gilakjani, 2012). 
 
Multimedia technology and its application to teaching, which includes audio, 
visual, and animation effects, has come into full play in English class teaching, 
providing a favorable platform for reform and exploration of the English 
teaching model in the new era, thanks to the rapid advancement of science and 
technology. Multimedia technology has been proved to play an important role 
in enhancing student activities and initiatives, as well as efficient classroom 
instruction. 
 
Larsen-Freeman & Freeman (2008) stressed that with the advancements in ICT 
which multimedia learning and teaching approaches can be easily integrated, it 



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is now feasible to create linguistically rich learning environments by gathering 
recorded data and providing immersive inputs in lieu of the instructor. 
 
In the sphere of educational technology, the multimedia approach is undeniably 
one of the most important advances. It aids in the enhancement of the learning 
process and improves information retention. However, without an interactive 
environment and strong teacher-student interaction, multimedia alone would 
not suffice. Again, although multimedia can objectively provide high-quality 
learning outcomes, failure to communicate and collaborate will nonetheless 
result in poor performance. 
 
English Teaching Based on Constructivist Learning Theory 
 
In the field of education, learning theories are extremely valuable and 
important since they aid in the development of a high-quality learning process. 
According to the definition, learning theories are conceptual frameworks in 
which knowledge is gained, processed, and retained during learning. 
Understanding is gained or lost, and knowledge and abilities are retained, all of 
which are impacted by cognitive, emotional, and environmental variables, as 
well as previous experience. 
 
Jean Piaget is widely regarded as the founder of constructivism theory. 
Constructivism is a learning theory that proposes that individuals learn by 
experiencing things and then "constructing" their own understanding of those 

things using the information they already have (Cherry, 2020). 
 
Jean Piaget was a Swiss philosopher who was born on the 9th of August, 1896. 
He was also a natural scientist who was well-known for his research on 
cognitive development and learning theories, which he referred to as "genetic 
epistemology." He started his scientific career at the age of eleven, while he was 
a student at Switzerland Latin High School when one of his short writings was 
published (Ibid). 
 
Davis, et al. (1990) enumerate some points of Jean Piaget’s contribution to 
constructivism theory, the following are as follows: 
 
1. We do not acquire knowledge passively, either via the senses or through 
speech; 
2. The subject who is cognizant is actively accumulating knowledge. 
3. Cognition has an adaptive function in the biological sense, in that it seeks 
fitness or viability; 
4. Cognition, not the discovery of an objective ontological reality, serves the 
subject's construction of the experiencing world. 
 



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Constructivism is a teaching and learning philosophy based on the idea that 
cognition (learning) is the outcome of "mental construction," or pupils learning 
by combining new knowledge with what they already know. Constructivists 
think that the environment in which a concept is taught, as well as students' 
ideas and attitudes, influence learning (Olusegun, 2015). As a result, it may be 
utilized in the classroom immediately away. Humans develop knowledge and 
significance through their experiences, according to this view. In and of itself, 
constructivism is not a specific pedagogy. Many educational ideas and 
instructional practices have been affected by Piaget's constructivist learning 
theory, and it is a prominent theme in many reform movements. Constructivist 
education techniques have elicited a mixed response from the scientific 
community, with some research confirming their conclusions and others 
opposing them. 
 
According to Driscoll (2000), constructivist philosophy holds that knowledge 
may exist entirely in the human mind and does not have to be related to any 
real-world reality. Learners will be attempting to construct their own mental 
model of the real world based on their observations all the time. Learners will 
update their mental models to integrate new information as they observe each 
new event, resulting in their own interpretation of reality. Jonassen (1991) 
stipulates in his article entitled, Objectivism versus Constructivism: Do We 
Need a New Philosophical Paradigm? cited by almost one thousand times that 
thinking is based on the observation of physical and social occurrences that 
only the intellect can comprehend. The mind creates mental models to explain 
what has been witnessed to the knower. Mental models, according to Kant, are 
a priori rather than affected by extrinsic structures. Furthermore, he argues that 
“… learning occurs most effectively in context, and that context becomes an 
important part of the knowledge base associated with that learning. So, rather 
than decontextualizing learning in isolated school environments, we should 
create real-world environments that employ the context in which the learning is 
relevant. A related approach is to require learners to serve a cognitive 
apprenticeship” (Ibid., p. 11). 
 
Davis, et al. (1990) said that in constructivism, learners are said to acquire their 
knowledge both collaboratively and autonomously. Each person has their own 
set of abilities and concepts that they utilize to learn new things, and the 
community helps them by offering context and asking questions. 
 
Jenskins (2000), believes that constructivist learning theories entail progressive 
teaching, or that 'active learning requires students to participate in practical 
activities. It suggests that constructivist theories are appealing to learners in 
particular. Jenskins sees the need for the implementation of constructivism in 
improving classroom procedures and activities. 
 



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The integration of multimedia to constructivist learning theory in English 
teaching 
 
By integrating the multimedia approach with constructivism theory, a dynamic 
knowledge production system may be created. Constructivism is a teaching and 
learning philosophy based on the premise that cognition (learning) is the result 
of students blending new information with what they already know. 
Constructivists believe that the setting in which a topic is taught, as well as the 
beliefs and attitudes of students, have an impact on learning. Constructivism is 
a psychological learning theory that describes how humans learn and gain 
information (Olusegun, 2015). 
 
Learning, rather than being a stimulus-response event, requires self-regulation 
and the construction of conceptual frameworks through reflection and 
abstraction, according to von Glasersfeld (1995). Constructivism is concerned 
with the scenario and content that are necessary for multimedia learning, such 
as research and decision-making applications, as well as cooperation and active 
involvement among learners. 
 
Students' Learning Motivation Utilizing Multimedia and Constructivist 
Learning Theory 
 
According to Kozma (1991) from the University of Michigan, Media may be 
described in terms of technology, symbol systems, and processing capability. 
The most visible feature of a medium is its technology, which comprises the 
mechanical and electrical components that determine how it works, as well as 
its shape and other physical qualities to some extent. These are the 
characteristics that determine whether a medium is classified as "television," 
"radio," and so on. If these characteristics have any effect on cognition, it is 
primarily indirect. Because of its size, form, and weight, a student is more likely 
to learn on the bus with a book than with a computer, but this is changing as 
computers get smaller, lighter, and less expensive. On the other hand, certain 
cognitive effects of technology are more obvious. Because of the size and 
resolution of many computer screens, reading text on a computer screen can be 
more difficult than reading text in a book. 
 
Guan, et al. (2018) in their article entitled, On the Advantages of Computer 
Multimedia-aided English Teaching, published Elsevier Ltd. Defined 
multimedia as a phrase used to describe a collection of many sorts of data. 
Content kinds include text, music, static images, animation, video, and 
interactivity. It's usually recorded, exhibited, or accessed by information content 
processing devices like computers and electronics, but it can also be part of a 
live performance. Multimedia devices are electronic media devices that are 
used to store and enjoy multimedia content. 



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Alemdag and Cagiltay (2018) stated that the act of creating mental 
representations from words and visuals in many situations is referred to as 
multimedia tailored for learning. They are meant to aid learning by providing 
tools that may be utilized in presentations, classroom or laboratory learning, 
simulations, e-learning, computer games, and virtual reality, allowing learners 
to assimilate information both verbally and visually. 
 
Multimedia learning involves a fundamental understanding of several topics. 
For example, the cognitive theory of multimedia learning presents three 
assumptions about how people learn from instructional resources (Ibid.). 
 
           Guan, et al., (2018) enumerate some advantages of Multimedia-aided 
English Teaching. The following are as follows. 
 

1. Turning the Abstract into the Concrete - When teaching a class, teachers 
will face certain difficult challenges or abstract subjects that are difficult 
to describe. Multimedia may therefore be utilized to make abstract 
knowledge more real and immerse students in a visual environment. As 
a result, multimedia has a wide range of uses in English teaching, and it 
has the potential to assist students in learning English quickly. Students 
appreciate seeing fascinating films and graphics that engage their 
interest in English training, as we all know. Multimedia-assisted English 
training can pique their attention while also improving their vocabulary 
and phrase understanding. It assists students in retaining a high level of 
interest in their studies at all times. 
 

2.  Providing Information Within Limited Time - Because reading and 
writing are both vital and difficult to teach, most instructors put in a lot 
of effort; nonetheless, the outcomes aren't always as excellent as they had 
planned. We all know that reading is an important source of information 
and a must for improving communication skills. When it comes to 
reading lessons, students should be able to recollect a lot of information 
from a chapter; yet, class time is limited, and they will most likely not be 
able to finish reading in the time provided. Multimedia-assisted English 
education can help students comprehend and recall passages by 
delivering a lot of information in a short amount of time. 
 

3. Stimulating Students’Interest in Learning - In school, the purpose of 
English education is to improve students' language learning abilities 

while simultaneously improving their excitement for studying. Many 
English teachers have tried almost every method to achieve this goal, but 
the results have been unsatisfactory. The most potent instrument for 
learning English is interesting, and increasing students' interest is 



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important in today's teaching process. Multimedia may pique students' 
interest, and they may acquire a great hunger for knowledge as a result. 
Multimedia can also attract students' attention and kindle their 
enthusiasm for studying English. 
 

4. Highlighting the Main Position of Students – According to education 
reformers, students should change passive learning into active learning. 
Students' critical roles will be stressed through multimedia-assisted 
English teaching, and students will understand the need for self-study. It 
has the power to change the perspectives of both teachers and pupils. 
Finally, the students take over as the teacher and leader of the class. 

 
Multimedia technology's integration, diversity, and engagement allow students 
and teachers to share information or ideas across digital and print resources. In 
this context, the phrases "digital" and "print" refer to multimedia-based apps or 
tools that communicate information to people in order for them to better 
understand concepts. 
 
Al-Hariri and Al-Hattami (2016) stressed that the use of technology in clinical 
and basic science activities has been suggested to be encouraged and even 
incorporated as a routine part of students' daily activities. Internet learning, 
which has become one of the fastest-moving trends in education and offers a 
promising alternative to traditional learning, is the most important element that 
supports the use of technology in the educational system. People learn 
substantially better from a combination of words and visuals (which technology 
delivers) than from just words alone, according to a study. Technology may 
assist students in becoming self-sufficient, capable members of society, and 
researchers. 
 
Technology has a significant impact on how we live, study, and work. As a 
result of these shifts, technology tools and innovative applications of 
technology have the potential to improve people's lives through enhancing the 
efficacy of education and learning, business and government productivity, and 
national well-being. It's also been argued that teachers that incorporate a lot of 
technology into their classes do a better job of encouraging students to study 
and develop critical thinking skills. 
 
Milovanovic, et al. (2013), claim that it is impossible to overestimate the value of 
multimedia technologies and apps in education as a teaching and learning aid. 
Several research looking at the influence of multimedia technologies on the 

educational system has proven this. Multimedia technology aids in the 
simplification of abstract content allows for individual modifications and allows 
for the coordination of numerous representations from various points of view. 



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With the correct typefaces and design, using computer-based technology as an 
interface between students and what they're studying might be quite beneficial. 
 
When multimedia-based education is employed primarily in specific contexts, 
the benefits are maximized. Using it in every situation would not provide the 
intended effects and would cost a lot of money in terms of infrastructure. We'll 
go through three scenarios in which multimedia training would be beneficial 
(Gilakjani, 2012). Furthermore, he provides the usefulness of multimedia in 
instruction. The summary is as follows: 
 
1. When students' prior domain knowledge or spatial learning aptitude is low 
2. When Students Aren't Interested 
3. When Multimedia Content that is Effectively Designed is Available 
 
It is thought that incorporating multimedia-based resources into the teaching 
and learning process has a substantial and favorable impact on the achievement 
of learning objectives. It boosts the motivation of students. 
 
According to the interviews conducted by Dodd, et al. (2015), the primary 
motivation for the teachers to use the materials was to pique the kids' attention. 
The quantitative and qualitative results of our study are favorable in that they 
were able to explain the motivations of instructors to use additional resources in 
their classes, as well as the effects those items have on students, as Dodd, et al 
(2015) discovered in Teachers appeared to assume that students can only learn 
and comprehend when they are motivated. This underlines the importance of 
properly utilizing auxiliary resources in the classroom. According to the results 
of their survey, students are more motivated when the teacher uses flashcards, 
pictures, music, realia, and video. As a result, while deciding how to design 
classes and courses, instructors and education professionals should take these 
findings into account. 
 
Teachers said that a good learning environment is necessary for students to 
properly learn and grasp the knowledge they are teaching and that a good 
learning environment can only be created after students are motivated. 
Similarly, they emphasized that in order to have motivated students, the correct 
use of extra materials must be used to keep their attention (Ibid.). 
 
Teachers must be more knowledgeable as facilitators than as information 
providers. Instead of just one or two works, facilitators must be aware of a wide 
range of materials available to assist students to enhance their language 
abilities. The language textbook is no longer the exclusive source of 
information. Multimedia programs use sound and video to show how native 
speakers interact; electronic dictionaries and encyclopedias are available for 
quick reference; online newspapers provide current events in the target 



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language's countries; and (official) websites provide background information 
on policy, tourism, and political viewpoints. Teachers must be able to teach 
pupils how to use all of this effectively. Teachers must be adaptable as 
facilitators, responding to students' needs rather than what has been pre-
planned based on a curriculum developer's expectations about who would be in 
the classroom. 
 
Discussion and Conclusion 

  
Based on the reviews, multimedia and constructivism theory have varying 
degrees of relevance and impact on learners' learning experiences. Consider 
how combining the two could benefit the students' English learning. True, this 
review highlights the value of multimedia applications in education and their 
integration with constructivist learning theory. Teachers should not, however, 
dismiss the value and significance of traditional teaching, as both have 
advantages and disadvantages, and both contribute to the enrichment of 
students' learning processes and experiences. 
 
The teacher must understand that no matter how good or effective the tool is, it 
is useless if they do not know how to use it effectively or do not have the 
confidence to do so. This simply implies that the teacher needs to broaden their 
teaching perspectives and be responsive to changing conditions. Everyone must 
comprehend that learning is a never-ending process and that teaching requires 
the ability to relearn and unlearn. 

 
Furthermore, in terms of theories, the teacher must recognize that while there is 
no one-size-fits-all teaching theory for students, it is still necessary to 
comprehend those notions in order to effectively stress and deliver lessons. As 
previously stated, no matter how amazing the tool or model is, if the instructor 
does not understand how to use it properly, both the teacher and the learners 
will suffer. More importantly, as can be seen, the constructivist approach to 
teaching has provided principles and guidance to improve students' learning 
and acquire the skills that are in need in today's society. 
 
The integration of multimedia and constructivist learning theory has shown to 
be one of the most practical and effective approaches for acquiring the 
necessary skills and knowledge. The usage of multimedia and constructivism 
highlights the need of putting the student first. The application of theory to the 
tool has transformed teaching into learning and vice versa. The authors believe 
that English teaching should be in line with multimedia and constructivism, in 
which students are free to construct meaning from content and interact, with 
teachers serving as facilitators of learning, assisting students in scaffolding their 
potential and internalizing learning through application and experience. 
 
 



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