Vol. 2026 No. 1 (2026): 2026 Continuous Issue
Articles

Integrating Western Andragogy in Chinese EFL Instruction: Cultural Implications, Teaching Practices, and an AI-Mediated Framework

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  • Viktor Wang,
  • Dr. Geraldine Torrisi-Steele
Viktor Wang
Bio
Dr. Geraldine Torrisi-Steele
Griffith University

Published 2026-02-20

Keywords

  • Andragogy, Confucianism, English as a Foreign Language (EFL), Flexibility, Knowledge Transmission, AI

How to Cite

Wang, V., & Torrisi-Steele, G. (2026). Integrating Western Andragogy in Chinese EFL Instruction: Cultural Implications, Teaching Practices, and an AI-Mediated Framework. International Journal of AI in Pedagogy, Innovation, and Learning Futures, 2026(1). Retrieved from https://journals.calstate.edu/ijaipil/article/view/6946

Copyright (c) 2026 Viktor Wang; Dr. Geraldine Torrisi-Steele

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Generative AI is emerging as a transformative tool in foreign language education because it can enable natural language interaction, adaptive feedback, and personalized learning. In China, where English as a Foreign Language (EFL) education is closely tied to national development and individual mobility, interest in AI-enhanced learning is growing. Yet adult EFL instruction remains shaped by teacher-centered traditions, exam pressures, and hierarchical norms, even as learner-centered and andragogical practices gain attention. This article analyzes the cultural and systemic context of adult EFL in China and reports survey findings on Chinese EFL teachers’ orientations toward teacher-centered versus andragogical approaches. Results suggest that while learner-centered elements appear, instruction is still predominantly teacher-directed. To address this gap, the article proposes the AI-Mediated Andragogical EFL framework, integrating andragogy, sociocultural theory, self-regulated learning, and formative feedback theory to guide coherent AI use. The framework positions teachers as learning orchestrators and identifies contextual constraints shaping implementation.

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