Abstract

Today, constructivism has become an important research topic in university discipline studies. Multiple studies have shown that using a constructivist approach to learning may have a positive impact on the learning of college students. The researchers looked at the factors involved in using or not using this method. However, more detailed research on the impact of constructivism on learning is lacking. Therefore, this paper collects data through questionnaires, takes the university basic course “Advanced English” as an example, using variance analysis, correlation analysis and frequency analysis and other methods to explore the impact of constructivist learning methods on college students’ English subject learning. The results show that: 1. Although nearly half of college students use constructivist learning methods in their daily English learning, only about 25% of students choose constructivist learning methods when preparing for CET-4 and CET-6, and most students prefer to prepare for the test by accumulating English knowledge in daily life. 2. The students who learn English with the constructivist learning method and the students who learn English with other learning methods are not much different in the final grades of Level 4. Different learning methods have a great influence on students’ learning, and the high score ratio of students who use constructivism in CET-4 will be higher than those who use other learning methods. The impact of learning methods on students’ performance is not as important as imagined. Students who use constructivist learning methods for English learning do not have better grades in the CET-4.