Active language learning strategies in Chinese university English education: Effects on proficiency, motivation, and teacher engagement

This study examines the application of Active Language Learning (ALL) strategies to address both theoretical concerns in language pedagogy and practical challenges within Chinese English education. This study draws on Activity Theory and Active Language Learning (ALL) as its theoretical foundation, explaining how interaction, mediation, and goal-oriented tasks foster language development. These frameworks clarify the rationale for applying student-centred approaches in exam-focused contexts, highlighting that meaningful learning arises through collaboration, reflection, and engagement rather than through passive knowledge transmission. The findings indicate that students experienced meaningful gains in listening and OQPT proficiency, along with improvements in motivation, engagement, and confidence, whereas reading outcomes showed smaller, less consistent gains. Teachers also reported higher levels of professional involvement and alignment with interactive practices. These outcomes suggest that ALL can serve as a viable alternative to traditional instruction, promoting more collaborative and sustainable forms of English learning. Beyond immediate classroom benefits, the results highlight practical implications for curriculum reform in resource-limited schools and underscore the potential of ALL to advance scalable, learner-centred pedagogy in higher education contexts.