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October 2, 2025Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas ExtranjerasOpen Access

A qualitative inquiry into digital adaptive learning platforms to (re)shape Chinese EFL teachers’ pedagogical practices

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Authors

HFHui FanShanghai Jiao Tong UniversityBPBo PengZhengzhou University of AeronauticsGLGurpinder Singh LalliUniversity of Wolverhampton

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Implication

Qualitative inquiry reveals digital adaptive learning platforms impact teaching methods and classroom interactions.

Key Points

  • Digital adaptive learning platforms transformed pedagogical practices in Chinese EFL classrooms, enhancing instruction.
  • Thematic analysis of interviews with 34 Chinese EFL teachers identified six key areas of pedagogical change.
  • Qualitative study highlights how educational technologies shift teaching methods and enrich educational resources.
  • Findings suggest improved technological literacy and awareness among EFL teachers may enhance their pedagogical effectiveness.

Cite This Study

Fan et al. (2025) studied this question.

synapsesocial.com/papers/68de68ea83cbc991d0a2148ehttps://doi.org/10.30827/portalin.vixiii.32633
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Also Consider

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  1. 1Shaping the Future of English Language Teaching: Leveraging Adaptive Pedagogy and Technology for Revolutionary Learning2025
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  4. 4Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms2026
  5. 5The contribution of multimodal AI technologies to EFL teachers’ pedagogical effectiveness and perceived readiness for AI-mediated education: a qualitative study2026 · 16 citations