From KWLH to AI-Assisted Language Learning: Balancing Learner Engagement and Deep Learning

Abstract

Active learning has become an important approach in English language education because it encourages learners to participate actively in the learning process and take greater responsibility for their learning. In recent years, developments in digital technology and contemporary learner-centred pedagogies, including flipped learning, gamification, and artificial intelligence (AI), have expanded the ways in which learners interact with educational content. At the same time, an important question remains: does greater learner engagement lead to deeper learning? This qualitative narrative literature review examines approximately 25 peer-reviewed journal articles published during the last decade to explore how active learning approaches in higher education English language classrooms have evolved from reflective frameworks such as KWL and KWLH to contemporary inquiry-based and technology-enhanced learning environments. The findings show that active learning has developed through the gradual expansion of learner-centred approaches rather than through the replacement of earlier methods. While contemporary active learning approaches increase participation, flexibility, and learner autonomy, the review suggests that meaningful learning depends on more than active engagement. Across the studies reviewed, deeper learning was consistently associated with reflection, inquiry, critical thinking, and knowledge construction. The review also highlights the continuing relevance of KWLH, particularly its emphasis on helping learners consider how knowledge is explored and applied, making it highly relevant in contemporary AI-supported learning environments. The findings suggest that technology is most effective when it supports rather than replaces the cognitive processes that underpin meaningful learning. The review concludes that the future of English language education lies in balancing learner engagement with deeper understanding through learner-centred pedagogies that combine reflection, inquiry, and the purposeful use of technology.