This study selects research literature published in Chinese journals over the past decade on English reading instruction from the perspective of active learning and conducts a systematic review using content analysis from three dimensions: development trends, research themes, and research methods. The findings show that, based on annual publication statistics and keyword co-occurrence knowledge-map analysis, research on English reading instruction from the perspective of active learning in China has generally evolved from steady development toward rapid concentration of scholarly attention. Research themes mainly focus on teaching approaches and strategies, classroom practice and case applications, theoretical foundations and value, and teacher roles and learning responsibility. In terms of research methods, non-empirical studies, particularly experience summaries and theoretical analyses, predominate. Future research may further integrate curriculum reform requirements with the practical needs of English reading instruction, expand studies connecting active learning with reading assessment, learning-ability development, and artificial intelligence, deepen inquiry into such topics as student-generated questioning, meaning construction, classroom interaction, and the transfer of learning responsibility, and strengthen the use of empirical methods including classroom observation, questionnaire surveys, experimental research, and mixed-methods research.

Jin Yilei, Ying Jianfen. Current Status and Prospects of Research on English Reading Instruction from the Perspective of Active Learning in China—A Review and Analysis of Relevant Literature from 2016 to 2026. International Journal of New Developments in Education (2026), Vol. 8, Issue 8: 29-38. https://doi.org/10.25236/IJNDE.2026.080804.

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