Unpacking ELT Theories: What Every Teacher Needs to Know

Unpacking ELT Theories: What Every Teacher Needs to Know

Willy A Renandya, 26 April 2025

English Language Teaching (ELT) is a lively and ever-changing field. It is full of theories that often clash with one another as they try to explain the hidden processes behind language learning. These theories come from different people like researchers, teachers, and experts, each looking at language learning in their own way. As the field keeps growing, these discussions influence how teachers teach and how students learn languages in different situations.

The rise and fall of ELT learning theories

During the rise of the audio-lingual method, ELT experts praised Skinner’s stimulus-response theory. They believed it could fully explain how people learn languages. This approach placed heavy emphasis on repetition, drills, and reinforcement, treating language learning as a habit-forming process similar to training non-human creatures.

This excitement did not last long. Skinner’s behaviourist ideas were eventually replaced by Chomsky’s cognitive learning theory, which gained widespread attention.

Chomsky argued that language learning was not just about external stimuli but also about internal mental processes. He introduced the idea of a “language acquisition device,” suggesting humans are born with an innate ability to learn languages.

This shift marked the beginning of a new era in ELT, where the focus moved from observable behaviours to the mind’s role in processing language.

In the decades after Chomsky, many new theories emerged. These included skills learning theories, social learning theories, genre-based approaches, and more. Together, they transformed the ELT world. Each new theory brought fresh perspectives but also added layers of complexity for educators trying to make sense of them.

It is worth noting that some theories focus on what happens inside the learner. These include things like how the brain processes information, aptitude, motivation, and the strategies learners use to think and reflect.

For example, some researchers emphasize the importance of motivation, claiming that students who are highly motivated tend to learn faster and retain more. Others highlight cognitive strategies, such as summarizing, questioning, or organizing information, which learners use to understand and remember new language concepts.

Other theories look at external factors like classroom conditions, available resources, and cultural or social influences. For instance, socio-cultural theories stress the role of interaction and collaboration in learning. They argue that language is best learned through meaningful communication with others, especially when learners are supported by more knowledgeable peers or teachers.

Some theories even consider broader issues like the political or economic context in which learning takes place, recognizing that these factors can shape both opportunities and barriers for language learners.

Still, some other theories take a middle path by considering both internal and external elements when explaining language learning. These approaches recognize that learning is influenced by a combination of personal traits and environmental conditions. For example, a student’s motivation might drive them to study harder, but their progress will also depend on the quality of instruction and the resources available to them.

The constant arrival of new theories is usually welcomed by academics. This is especially true for those whose main job is to research and publish their findings in academic journals.

New theories create opportunities for fresh studies, and new studies lead to more publications. This cycle benefits academic careers. Researchers enjoy exploring new ideas, testing hypotheses, and contributing to the growing body of knowledge in the field.

Impact of ELT theories on pre and in-service teachers

However, not everyone feels the same way about this flood of theories!! At least two groups find it overwhelming and confusing: students studying language education and practicing teachers.

The first group are pre-service teachers taking a course on language learning theories. This course typically introduces them to a wide range of ideas, from behaviorism and humanism to social cognition. Each theory is usually tied to specific teaching methods like the Audio-lingual Method, CLT and TBLT. Even if these students earn excellent grades, many leave the course feeling completely lost. I remember feeling this way during my own studies years ago.

The second group are classroom teachers who often feel burdened when trying to understand the theoretical ideas behind the many language learning theories found in professional materials. Many have told me they respect the work of ELT experts but still struggle to figure out which theories are most useful for their unique teaching situations.

The 5 stages of language learning

What these educators need is a clearer discussion about which theories matter most at key stages of language learning.

For each stage below, I suggest questions that teachers commonly ask.

Stage 1: Experiencing the Language

This stage focuses on providing students with meaningful exposure to the target language through oral and written texts. The goal is to immerse learners in authentic language use while ensuring the content is accessible and engaging. Questions to ponder include the following:

• What kinds of oral and written texts can give students meaningful exposure to the target language?
• How long or short should these texts be?
• How much new language should they include?
• What support can teachers provide to help students engage with the texts?
• Should teachers pre-teach vocabulary or provide comprehension questions?
• Which language learning theories should guide teachers in this stage?
• Should they rely on input theories like Krashen’s comprehensible input hypothesis, which emphasizes the importance of providing language at or slightly above the learner’s current level?

Stage 2: Discovering Language Patterns

At this stage, the focus shifts to helping students notice the features and patterns within the language they encounter. Teachers must decide whether traditional practice exercises are sufficient or if alternative approaches are needed. Some questions to consider:

• How can teachers help students notice the features and patterns in the language they encounter?
• Are traditional practice exercises enough?
• Should teachers use a deductive or inductive approach?
• Which theories can help teachers encourage students to focus on noticing language features?
• Should they draw on the Noticing Hypothesis, which suggests that learners must consciously notice language forms to internalize them?

Stage 3: Using Newly Acquired Language Patterns

Once students have discovered language patterns, they need opportunities to practice using them in various ways. This stage explores different types of practice, i.e., mechanical, meaningful, and communicative and consider their effectiveness for learners at different proficiency levels. Mechanical practice involves repetition and drills, while meaningful practice connects language to real-life contexts. Communicative practice focuses on using language for genuine interaction. Some questions to reflect on below:

• Should teachers have students practice in mechanical, meaningful, or communicative ways?
• Which type works best for beginners, intermediate learners, or advanced students?
• Is it important for students to use new language patterns in real-life situations outside the classroom? If so, how?
• Should teachers organize projects, role plays, or community interactions?
• Which theories should inform teachers’ lesson planning?

Stage 4: Reflecting on the First Three Stages

Reflection is a critical part of the learning process. At this stage, teachers help students evaluate their progress, celebrate successes, and identify areas for improvement. Tools and technology can play a supporting role in fostering reflective practices. Questions to ponder below:

• What can teachers do to help students think about their learning?
• How can they celebrate successes and identify areas for improvement?
• Are there tools or technology that can help students reflect on their progress? For example, can digital portfolios or apps track their growth over time?
• Which theories can assist teachers in fostering reflective learners?
• Should they consider metacognitive strategies, which teach students how to plan, monitor, and evaluate their own learning?

Stage 5: Consolidating Newly Acquired Language Patterns

Learning is an ongoing process that requires reinforcement and expansion of previously acquired knowledge. Teachers must decide whether consolidation should occur inside or outside the classroom and what tools or strategies can support this process. Questions to consider:

• How can teachers help students strengthen and expand what they have learned?
• Should consolidation happen in the classroom or outside of it? If outside, what support can teachers offer?
• Are there tools or technology that can help? For instance, online quizzes, flashcards, or language exchange platforms might reinforce learning.
• Which theories align with this stage?
• Should teachers focus on spaced repetition or retrieval practice, both of which are supported by research on memory and retention?

Concluding remarks

To wrap up, teachers benefit most when theoretical ideas are explained in ways that directly address their concerns. Specifically, they need guidance on how to apply these ideas to design effective lessons. By focusing on practical uses and relevance to specific teaching contexts, the gap between theory and practice can begin to close. This will make ELT theories less confusing and more helpful for educators. When theories are connected to real-world challenges and solutions, they become tools for growth rather than sources of frustration.

More readings

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Why Students Can’t Transfer What They Learned in Class