Journal of Applied Science and Engineering

Published by Tamkang University Press

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Enhancing Students’ Engagement and Proficiency in English Teaching by Incorporating Adaptive Learning Methods

 2026

 Volume 33

Donghui Guo

Foreign Linguistics and Applied Linguistics, Xi’an Fanyi University, Xi’an 710105, China

Received: March 3, 2026
Accepted: May 06, 2026
Publication Date: August 02, 2026

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Proficiency by Engagement Level.

 Copyright The Author(s). This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are cited.

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This study examines adaptive learning in English language teaching with a sample of 1,000 students. It is evident that adaptive learning greatly increases student engagement as evident from participation patterns (p < 0.001, Cohen’s d = 6.937). Yet engagement does not have a significant effect on language proficiency (r =-0.008, p = 0.805). Rather, skill is heavily predicted by linguistic features such as mean sentence length, lexical density, grammaticality, and overall quality (R2 = 0.554), suggesting that skill-based language learning is more important than just participation. This proposed framework facilitates a deeper comprehension of the correlation between student engagement and language development, while also giving educators relevant insights to create personalized learning strategies. In conclusion, this study makes it clear that adaptive learning technologies have a significant positive effect on engagement, while at the same time emphasizing the importance of linguistic skills development for English proficiency advancement.

Keywords: Adaptive learning; student engagement; English language proficiency; linguistic analysis; personalized education

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