Adapting Online English Learning Platforms to Students’ Developmental Stages in China: A Comparative Analysis Across Primary, Secondary, and Higher Education

School of Foreign Language, Sun Yat-sen University, Guangzhou, Guangdong, 510275, China

^* Corresponding author: lizr33@mail2.sysu.edu.cn

Abstract

With the rapid advancement of digital technology and the shift toward remote learning accelerated by the COVID-19 pandemic, online platforms have become vital to English education in China. This study explores how various online learning tools align with the cognitive and developmental characteristics of Chinese students across primary, secondary, and higher education levels. Through a comparative analysis, the research highlights how primary school students benefit from teacher-guided, visually stimulating resources; how middle school students leverage their growing autonomy and metacognitive abilities through mobile-assisted learning tools; and how university students, with higher digital literacy and self-regulation, effectively engage with AI-powered systems and MOOCs. The findings emphasize that the effectiveness of educational technology depends not merely on its features but on its alignment with students’ psychological and cognitive development. Furthermore, the study underscores the potential of online platforms to address educational inequality, particularly in underserved regions. It concludes by advocating for developmentally informed, learner-centered design in the integration of digital tools into English education. The research contributes both theoretical insights into the interplay between cognitive development and technology use, and practical recommendations for platform design and instructional strategies.