This action research is a study on how the constructivist learning principles came into practice in the context of English as a Foreign Language (EFL) curriculum reform. A comprehensive literature review on English education reform in China, the concepts of constructivism and needs analysis, and their applications in EFL education is provided. Through a case study of a vocational college in central China and using survey analysis, the paper describes how each component of a new curriculum and a new curriculum called 211 Module was successfully implemented. The paper also evaluates the curriculum efficacy through the judicious reviews and reflective feedbacks from the faculty focus groups and data collected from students' questionnaires. Strategic plans are proposed in favor of the further enhancement of the curriculum to ensure the best possible constructivist language teaching and learning.
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