ISSN: 2226-6348
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With the rapid advancement of Artificial Intelligence (AI) in the education sector, AI-driven personalized learning has become a critical trend in reforming English curriculum design at the secondary school level. This study systematically reviews literature from 2020 to 2025 using the PRISMA framework, analyzing 12 empirical articles from Web of Science and Scopus to examine AI integration in curriculum design. The findings highlight key pedagogical frameworks for AI-enhanced curricula, particularly the role of adaptive learning paths and intelligent feedback mechanisms in improving language proficiency, reducing foreign language anxiety, and boosting student engagement. However, significant challenges emerge in curriculum alignment, teacher preparedness, and ensuring equitable access to AI tools. The results underscore AI's potential to revolutionize English instruction through precision teaching and autonomous learning, while emphasizing the necessity of context-sensitive models, comprehensive teacher training, and careful attention to ethical considerations. The study concludes that AI can significantly enhance student-centered English instruction but underscores the need for context-sensitive AI models, comprehensive teacher training, and adaptive curricula informed by learning analytics. This review provides a theoretical and practical foundation for future AI-integrated initiatives in secondary English education.
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