Technology has changed the way we teach and the way we learn. Many learning theories can be used to apply and integrate this technology more effectively. There is a close relationship between technology and constructivism, the implementation of each one benefiting the other. Constructivism states that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent efforts to integrate technology in the classroom have been within the context of a constructivist framework. The purpose of this paper is to examine the definition of constructivism, incorporating technology into the classroom, successful technology integration into the classroom, factors contributing to teachers’ use of technology, role of technology in a constructivist classroom, teacher’s use of learning theories to enable more effective use of technology, learning with technology: constructivist perspective, and constructivism as a framework for educational technology. This paper explains whether technology by itself can make the education process more effective or if technology needs an appropriate instructional theory to indicate its positive effect on the learner.

It is important to study learning styles because recent studies have shown that a match between teaching and learning styles helps to motivate students´ process of learning. That is why teachers should identify their own teaching styles as well as their learning styles to obtain better results in the classroom. The aim is to have a balanced teaching style and to adapt activities to meet students´ style and to involve teachers in this type of research to assure the results found in this research study. Over 100 students complete a questionnaire to determine if their learning styles are auditory, visual, or kinesthetic. Discovering these learning styles will allow the students to determine their own personal strengths and weaknesses and learn from them. Teachers can incorporate learning styles into their classroom by identifying the learning styles of each of their students, matching teaching styles to learning styles for difficult tasks, strengthening weaker learning styles. The purpose of this study is to explain learning styles, teaching styles match or mismatch between learning and teaching styles, visual, auditory, and kinesthetic learning styles among Iranian learners, and pedagogical implications for the EFL/ESL classroom. A review of the literature along with analysis of the data will determine how learning styles match the teaching styles.

Motivation has been called the “neglected heart” of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students’ motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse, there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. This paper is an attempt to look at EFL learners’ motivation in learning a foreign language from a theoretical approach. It includes a definition of the concept, the importance of motivation, specific approaches for generating motivation, difference between integrative and instrumental motivation, difference between intrinsic and extrinsic motivation, factors influencing motivation, and adopting motivational teaching practice.

The use of multimedia in teaching and learning leads to higher learning. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and full motion video in a single application. Multimedia learning systems offer a potentially venue for improving student understanding about language. Teachers try to find the most effective way to create a better foreign language teaching and learning environment through multimedia technologies. In this paper, the researcher defines multimedia, elaborates the rationale for using multimedia, identifies multimedia learning, mentions principles of multimedia, explains theoretical basis of multimedia English teaching, reviews roles of teachers and learners in multimedia environment, discusses the relationship between multimedia and learning, and states the strength of multimedia English teaching. The review of literature shows that teachers need to make full use of multimedia to create an authentic language teaching and learning environment where students can easily acquire a language naturally and effectively.