CEFContemporary Education Frontiers3029-18793029-1860Bio-Byword Scientific Publishing Pty. Ltd.10.18063/CEF.v3i8.882ArticleTechnology as a Constructivist Partner: Enhancing Language Proficiency and Learner Engagement in Higher Education EFLhttps://artdesignp.com/journal/CEF/3/8/10.18063/CEF.v3i8.882ZhangHongzhuo2025382025-09-26This paper proposes and empirically validates a constructivist-informed model that positions technology as an active partner in higher education EFL teaching. By integrating interactive whiteboards (IWBs) with smart teaching platforms, this model operationalizes three interconnected constructivist principles: social co-construction, situated exploration, and scaffolded knowledge building. A one-semester mixed-methods study employing pre-/post-tests, platform analytics, and student journals demonstrates significant improvements in language proficiency and engagement. The findings indicate that this theoretically grounded model effectively bridges the practice-theory gap in educational technology, offering a coherent model for moving from tool-centric to partnership-centric integration. The study demonstrates that when technology is strategically aligned with pedagogical principles, it transcends its conventional role as a mere delivery mechanism to become a dynamic participant in the learning process, facilitating environments where language competence develops through authentic use and social interaction.Technology-mediated learning,Constructivism,Higher education EFL,Language proficiency,Learner engagement

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