Abstract
This study conducted experimental teaching of vocational college English listening and speaking courses in both smart classroom and simple multimedia classroom environments. Using an improved version of the Flipped Classroom Interaction Analysis System (SCIAS) and questionnaires, supplemented by S-T analysis as a complementary research method, the study conducted a comparative analysis of classroom records in terms of classroom structure, emotional atmosphere, interactive behaviors between teachers and students, interpersonal interactions, and interactions between teachers, students, and media technology. The results showed that compared to traditional classrooms, teaching in a smart classroom environment is more conducive to stimulating students' initiative, leading to deeper and more active classroom interactions.
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