Traditional English teaching in China is predominantly teacher-centered, which limits student engagement and reflective learning. Transformative learning theory (TLT) advocates a student-centered approach that fosters critical reflection and active participation, potentially enhancing English listening and speaking skills. This study examines the effectiveness of a TLT-based curriculum intervention in improving Chinese college students’ English proficiency. Using a quasi-experimental design, 135 freshmen at a comprehensive university in China participated in the study. The experimental group (EG) received a 10-week TLT-based curriculum, while the control group (CG) underwent traditional instruction. Language proficiency was assessed using the Cambridge English Language Assessment’s Preliminary English Test (PET), and multivariate statistical methods were applied to analyze the effects. The results indicated that the EG significantly outperformed the CG in listening (M = 18.088, SD = 2.092, p < .01, Cohen’s d = 1.96 vs. M = 16.865, SD = 2.288, p < .01, Cohen’s d = 1.26) and speaking (M = 19.808, SD = 3.533, p < .01, Cohen’s d = 0.91 vs. M = 16.910, SD = 3.625, p > .05, Cohen’s d = 0.19) skills. The findings suggest that a TLT-based approach enhances student engagement, autonomy, and reflective learning, confirming its effectiveness in improving English proficiency. Integrating TLT into Chinese higher education can facilitate student-centered learning environments, offering valuable insights for curriculum development and pedagogical reforms.
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