ADAPTIVE LEARNING SYSTEMS FOR ENGLISH LITERATURE CLASSROOMS: A REVIEW OF AI-INTEGRATED EDUCATION PLATFORMS

Abstract

This study systematically examined the role of adaptive learning systems integrated with artificial intelligence in English Literature classrooms, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure rigor and transparency. A total of 94 peer-reviewed papers were reviewed, representing a diverse range of educational contexts including native-English, EFL/ESL, bilingual, and resource-constrained environments. The analysis revealed that adaptive platforms consistently improved cognitive outcomes such as reading comprehension, device recognition, interpretive accuracy, and intertextual connections, while also strengthening writing outcomes through enhanced thesis clarity, evidence integration, and iterative revision practices. Metacognitive development and self-regulated learning were supported by adaptive dashboards, reflective prompts, and progress-monitoring tools, which in turn fostered greater engagement, time on task, and enjoyment of literature. Equity and accessibility were also key findings, with adaptive systems demonstrating the ability to reduce performance gaps by providing linguistic scaffolds, disability-inclusive features, and mobile-first offline capabilities for underserved learners. Teacher roles were redefined from evaluators of routine performance to facilitators of interpretive dialogue and mentors of higher-order analysis, illustrating how adaptive systems complement rather than replace human expertise. Comparative analysis further highlighted differences across platform typologies, with text-first systems excelling in close reading, writing-first systems advancing argumentative development, and hybrid suites offering the most comprehensive integration of reading and writing outcomes. Collectively, the findings affirm that adaptive learning systems, when aligned with curricular standards and implemented with attention to equity, accessibility, and teacher agency, represent a transformative innovation in literature education, providing both methodological rigor and pedagogical relevance to the teaching and learning of English Literature.