College English Course Research Articles (Page 1)

As universities promote the deep integration of ideological and political education with the Production-Oriented Approach (POA), accurately identifying the emotional tendencies in student feedback has become a key challenge in improving teaching quality. Ideological and political emotions differ from general emotional expressions in that they involve deeper psychological activities such as value guidance and cultural identity, and are characterized by implicitness, complexity, and contextual dependence. Existing research has largely focused on teaching model design, but lacks sentiment analysis of ideological and political education feedback text, particularly in the areas of semantic understanding and weighting of key sentiment terms. To address this, this paper proposes a sentiment analysis model that integrates Bidirectional Long Short-Term Memory (BiLSTM) with an attention mechanism to accurately discriminate sentiment in ideological and political education feedback for POA college English courses. Through text preprocessing, BiLSTM bidirectionally captures contextual semantic dependencies, and an additive attention mechanism dynamically weights key sentiment terms, the model ultimately achieves positive, neutral, and negative sentiment discrimination using Softmax. Experimental results show that the model achieves an accuracy of 93.7% and an F1 score of 0.93, both outperforming baseline models and demonstrating good robustness and interpretability. This research provides an efficient, lightweight, and interpretable technical solution for sentiment analysis of ideological and political education feedback.

This paper applies the Process-oriented Approach (POA) to ideological and political education in college English courses, attempting to construct a POA-based ideological and political education model for college English courses. Taking Unit 5 “Loving Family” from Volume 2 of “New Concept College English Comprehensive Course (Basic Edition)”as an example, the paper provides a detailed analysis of how the teaching procedures of POA, including motivating, enabling and assessing, combines with elements of ideological and political education. The research results show that this teaching model can significantly enhance students’ enthusiasm for English learning and help improve their ideological and political qualities, aiming to cultivate high-quality talents with an international perspective and a sense of patriotism.

In the new era of deepening international exchange and cooperation, “Tell China’s stories well” is essential for enhancing the cultural soft power of the country and spreading Chinese culture to the world. How to implement “telling China’s stories well” is a mission for the foreign language education. As carrying out the basic task of fostering virtue through education is the mission of higher education, “telling China’s stories well” is also a good path for ideological and political education. This paper mainly explores the application of “telling China’s stories well” to ideological and political education in college English courses. It analyzes the significance of this application and discusses the practical teaching process and strategy. Based on the practical teaching, interview and questionnaire survey, it shows that students have high evaluation on this teaching strategy. It is suggested that the application of “telling China’s stories well” to ideological and political education in college English courses can be feasible and effective. The comprehensive abilities of students are been improved, whether their English language proficiency, morality, or practical abilities.

Background: Traditional college English instruction in China has been largely teacher-centered, which often limits student engagement and language skill development. The growing adoption of blended learning—integrating face-to-face and digital instruction—has presented a promising solution. The Superstar mobile learning platform has emerged as a tool to support this innovative approach. Objective: This study aimed to evaluate the effectiveness of Superstar-based blended learning in enhancing English language proficiency among college students. It also sought to assess students' engagement and their perceptions of the blended learning environment. Methodology: A quasi-experimental design was employed with two groups of students enrolled in a college English course at Shenyang University. The control group (n=60) received traditional instruction, while the treatment group (n=62) engaged in Superstar-based blended learning over eight weeks. Pre-tests and post-tests assessed listening, reading, and writing skills using the CET-4 framework. A 5-point Likert-scale questionnaire measured student engagement and perception. Data were analyzed using SPSS 26 through paired and independent samples t-tests. Results: Students in the treatment group showed significantly greater improvements in listening, reading, and writing scores compared to the control group (p < .05). Engagement levels were significantly higher in the treatment group across behavioral, emotional, social, and cognitive dimensions. Perception data indicated strong agreement with the pedagogical, social, and technical design of the Superstar-based learning model. Conclusion: The Superstar-based blended learning model significantly enhances college students’ English proficiency and engagement. Students positively perceived the platform’s instructional design and flexibility. These findings support the integration of mobile-based blended learning tools in college English instruction to improve educational outcomes.

ABSTRACT This study examined the impact of online teacher feedback on learning engagement in college English course context as well as the mediating roles of technological self-efficacy and learning motivation. Purposive sampling method was adopted to invite 342 undergraduate students from a university in Eastern China to participate in the questionnaire of this study. In this research, SPSS 21.0 was employed for reliability testing, descriptive statistics, and correlation analysis. AMOS 21.0 facilitated validity testing and structural equation modeling, while the Bootstrap method assessed the mediating effect. Research results showed that: (1) online teacher feedback significantly predicted learning engagement; (2) online teacher feedback was significantly correlated with technological self-efficacy; (3) both technological self-efficacy and learning motivation have significant mediating effects on the relationship between online teacher feedback and learning engagement; (4) technological self-efficacy and learning motivation played a chain mediating effect between online teacher feedback and learning engagement. This study provided some insights into university students’ productive utilization of the online ecosystem for learning and teachers’ effective pedagogical intervention.

This study is focused on hybrid college English course design to establish how adaptive alignment, interactive multimedia, and integrated assessment enhance overall learner engagement. Guided by the need to enhance cognitive, affective, and behavioral engagement in blended-mode learning environments, it examines teachers’ attitudes toward these elements of course design. The study’s emphasis, which sought to determine the best techniques for optimizing balanced engagement, was inspired by the preferred instructional design techniques of instructors in hybrid English courses. Through a synthesizing quantitative cross-sectional survey design, data were gathered from sixteen English instructors with high teaching experience through the administration of a validated Likert-scale survey with high-reliability coefficients (α ≥ .85). Correlation analysis and descriptive statistics shed light on the correlation between design factors and engagement factors. The findings revealed that surface alignment between face-to-face and web modules, multimedia richness, and integrated assessment without interruption substantially improved cognitive processing, affective engagement, and active participation. The results positively respond to the main problem of the study by ensuring that adaptive, aligned learning designs promote generalized interaction in blended environments. The research establishes that institutions ought to accord top priority to adaptive learning platforms and simultaneous multimedia materials to ensure stimulation and improve the performance of students.

In recent years, with the deepening of globalization, the requirements for students have become higher and higher. As an important course to cultivate students’ cross-cultural communication skills, the teaching quality of college English is closely related to students’ subsequent career development. The outcome-based education (OBE) concept advocates focusing on students’ learning outcomes and emphasizes the cultivation of students’ problem-solving ability, innovation ability, and critical thinking, which can continuously enhance their comprehensive literacy. Private colleges and universities promote the construction of curriculum ideology and politics in college English based on the OBE concept, which can not only improve students’ professional level, but also guide them to establish correct values, so as to achieve true all-round development. Therefore, this paper first expounds the significance of the integrative teaching of curriculum ideology and politics in college English courses in private colleges under the OBE concept, and then puts forward effective integration strategies, in order to provide some reference for relevant researchers.

Ideological and political education reform of English courses in colleges and universities is an inevitable requirement for the development of education in the new era, and a practical path to realize the fundamental task of establishing morality and educating people. This study takes the value implication of the ideological and political education reform of English courses in colleges and universities as the starting point, and focuses on the realistic dilemmas of teaching content, evaluation system and teacher construction in the current ideological and political education reform of English courses, and puts forward the practical reform paths of discovering the elements of English ideological and political education reform, perfecting the evaluation system and strengthening the construction of the teacher team. It provides some references for the comprehensive transformation of foreign language education in China’s higher education in the new era and the achievement of the goal of fostering virtue through education.

Based on the demand for complex English talents for the high-quality construction of “Belt and Road,” the study proposes a curriculum restructuring program oriented on “serving professional teaching, career development, and quality development” in response to the real problems of the current university English curriculum, such as focusing on language but not on application, insufficient vocational relevance, and low degree of integration with the professional field. We propose a curriculum reconstruction plan oriented to “serve professional teaching, career development, and quality development.” We have constructed a three-in-one curriculum goal of “laying a foundation for professionalism, infiltrating humanity, and empowering development,” systematically designed a curriculum content system of “language foundation, industry knowledge, and quality development,” and established an AI-enabled multi-intelligence evaluation system. This will promote the transformation of university English from single-language teaching to a service-oriented curriculum that supports professional development, and cultivate internationalized talents with both workplace language application skills and cross-cultural communication literacy. The study highlights the “vocational” characteristics and “service” functions of college English, and provides an actionable, practical path for the reform of college English curriculum in vocational undergraduate colleges.

Social development puts forward higher requirements for students’ English application ability and cultural literacy. This study proposes an innovative “3+2+1” blended teaching model integrating the production-oriented approach (POA) to address key challenges in college English cultural courses at application-oriented universities. The model combines three phases (pre-class, in-class, and post-class), two dimensions (online resources and offline interaction), and one overarching goal (all-round education). Through experimental implementation at three universities, results demonstrated significant improvements in student satisfaction, autonomous learning engagement, and cross-cultural competence. This research provides a replicable template for enhancing both linguistic proficiency and cultural confidence in EFL contexts.

With the rapid development of artificial intelligence technology, the application of AIGC (Artificial Intelligence Generated Content) in the field of education is becoming increasingly widespread. This study focuses on the college English courses empowered by AIGC. Through the method of questionnaire survey, feedback from students of different majors was collected, and the applicability of AIGC in the college English courses was deeply explored. Research has found that AIGC technology has significant advantages in improving teaching efficiency, enriching teaching resources and personalized learning, but it also faces some challenges, such as technical stability and content accuracy. This report aims to provide a reference for the optimization of college English courses and promote the effective application of AIGC technology in the field of education.

The study investigates students’ and teachers’ perceptions of a self-access, web-based instructional module aimed at developing EFL students’ ability to write appropriate email requests to faculty. Implemented in a first-year university English course, the module focused on raising awareness of pragmatic features such as framing moves and mitigation strategies through guided reflection and practice. Using a qualitative approach, data were collected from 85 students via open-ended reflections and self-assessment questionnaires, and from three teachers through semi-structured interviews. Both students and teachers valued the module’s authenticity, relevance, and usefulness, noting its alignment with academic communication needs. Students reported increased awareness, while teachers observed greater attention to structure and politeness, particularly among higher-proficiency learners. However, challenges were noted for lower-proficiency students, who appeared to require more support. The findings highlight the perceived value of self-access pragmatics instruction and the need for differentiated scaffolding across proficiency levels.

Implementing moral education is the fundamental task of education, which is related to the primary issue of what kind of people to cultivate, how to cultivate people, and for whom to cultivate people. College English teaching is an important part of higher education and plays a significant role for implementing moral education in courses. Based on the online and offline blended teaching model, this paper explores the integration of moral education in College English classroom teaching. First, it analyzes the three main existing problems of moral education in College English courses. Then, it explores the approaches of moral education in College English courses based on the blended teaching model from the aspects of formulating moral education teaching system, designing blended teaching model, reconstructing teaching content to explore moral education elements, and establishing a multi-evaluation system to achieve satisfactory moral educational effect.

Background and Aim: Student satisfaction with blended learning plays a pivotal role in enhancing learning outcomes and fostering academic success. This study examines the impact of five independent variables—teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation—on the dependent variable of student satisfaction within the context of blended learning in a college English course. Furthermore, it seeks to identify significant differences among these variables. Materials and Methods: This study, conducted at Zhanjiang University of Science and Technology (ZUST), utilized both qualitative and quantitative research methods across three stages to investigate factors influencing student satisfaction with blended learning in a college English course. In the first stage, a survey was administered to 303 students from four schools to assess key variables, including teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation. The validity and reliability of the survey were confirmed using the IOC method and Cronbach’s alpha, with data analyzed through multiple linear regression. The second stage involved a 16-week strategic intervention with 30 participants aimed at enhancing the identified factors. In the final stage, qualitative data from interviews and quantitative data from surveys were collected, and paired-sample t-tests were used to compare pre- and post-intervention results, evaluating the effectiveness of the strategic plan in improving student satisfaction. Results: In multiple linear regression, the study revealed that teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation significantly impacted students’ satisfaction, though the degree of influence varied among these factors. Finally, the results from the paired-sample t-test for comparison demonstrated a significant difference in all variables between the current situation and the expected situation. Conclusion: This study underscores the critical role of teaching presence, cognitive presence, learner-learner interactions, learner-facilitator interactions, and learning motivation in fostering student satisfaction in blended learning environments. The implementation of the strategic plan significantly enhanced these aspects, highlighting their importance. These findings provide valuable insights for improving student satisfaction in blended learning.

The report of the 20th National Congress of the Communist Party of China emphasizes the need to carry forward the fighting spirit, strengthen the study and education of military history, prosper and develop the culture of strengthening the military, and intensify the cultivation of the fighting spirit. As a powerful ideological foundation for our military to defeat the enemy and a confidence-building factor for firmly establishing the combat effectiveness standard, the fighting spirit is a precious spiritual wealth passed down from generation to generation in our military. It is also an excellent character that every serviceman must possess. Military academies, as the cradle for cultivating future front-line commanders in our military, contain rich resources for cultivating the fighting spirit. This article deeply studies the laws of foreign language teaching, seeks a breakthrough point for the combination of college English courses and military practice, firmly establishes a clear orientation of cultivating combat talents, strengthens the construction of ideological and political education in college English, continuously consolidates the ideological foundation of cadets for preparing for war, strengthens the awareness of the fighting spirit, and enhances the confidence in winning battles.

Language learning and cultural communication are inherently intertwined and mutually reinforcing. In the context of college English instruction, emphasizing “telling China’s stories well” aligns with the principles of foreign language education and inevitably promotes cultural exchange and mutual understanding across different cultures through foreign language learning. Many researchers have explored ways of cultivating students’ ability to communicate Chinese stories and spread Chinese culture in English. However, a few studies have been performed on exploring paths of incorporating regional culture into English language education. In particular, incorporating Qinghai’s indigenous cultural resources into college English teaching practice is rare. Therefore, a survey was conducted to ascertain the present situation concerning integrating Qinghai’s regional culture into college English teaching practice at Qinghai University. Based on the data from the survey, the present study discusses the results and implications obtained during the present teaching process and probes into practical strategies for the infiltration of Qinghai’s regional culture into college English teaching from the dimensions of curriculum, teaching materials, approaches, teachers’ professional development, and teaching evaluation, intending to achieve the goals of language teaching and cultural education in the college English course.

This study aims to examine the effectiveness of an English extracurricular program using an AI speaking application and to explore its applicability in university English classes. The program was conducted using PLANG, an AI speaking app, and data were collected through quantitative and qualitative methods, focusing on learning outcomes, learner satisfaction, affective changes, and potential classroom integration. The average completion rate was 55.1%, with an average study duration of 50.7 days. Learners’ speaking levels improved by an average of 98 points, indicating a positive impact on speaking ability. Satisfaction results showed high ratings in engagement, perceived effectiveness, content appropriateness, feedback usefulness, and willingness to reengage. Statistically significant improvements were observed in learning self-efficacy and confidence. Focus group interviews revealed positive perceptions regarding personalized learning, realistic speaking practice, immediate AI feedback, and engaging content. Learners also acknowledged the app’s potential to supplement regular English classes, while suggesting the need for careful instructional design. These findings suggest that AI speaking apps can be practical tools for addressing structural limitations in university English education and for enhancing individualized, affective, and skill-based learning.

With the increasingly prominent trend of globalization, English, as the common language of international communication, plays an increasingly important role in university education. As a key link in English teaching, the college English audio-visual oral course not only imparts language knowledge and skills, but also shoulders the important task of cultivating students’ critical thinking. As one of the essential core qualities of modern talents, critical thinking ability plays an irreplaceable role in students’ in-depth understanding of English knowledge, improving intercultural communication ability and cultivating innovative thinking. This paper expounds the significance of cultivating students’ critical thinking ability in college English audio-visual and oral teaching, and puts forward a series of innovative teaching strategies to cultivate students’ critical thinking ability combined with practical teaching experience and cutting-edge education theory, in order to provide new ideas and practical guidance for the improvement of college English teaching quality and the development of students’ comprehensive quality.

This study explores Chinese university students’ attitudes toward AI-assisted written corrective feedback (AI-WCF) and their perceived improvement in argumentative writing. Adopting a one-group retrospective pretest–posttest design, the study collected data from 89 first-year undergraduates through two questionnaires: one on attitudes toward AI-WCF, and the other on self-assessed progress across four writing dimensions—unity, support, cohesion and coherence, and language use. Over a 12-week College English course, students engaged in structured writing tasks supported by AI feedback. Results showed generally positive attitudes, with strong endorsement of AI-WCF’s usefulness and future applicability. Paired-samples t-tests revealed significant perceived gains across all subskills (p < .001), with large effect sizes (d = 0.77–1.57), particularly in thematic clarity, organization, and lexical precision. Nonetheless, students expressed reservations about fully integrating AI-WCF into formal instruction, citing its limited rhetorical depth. Findings highlight the importance of differentiated support and suggest integrating AI tools within scaffolded feedback processes to enhance learner engagement and autonomy.

This paper aims to explore a novel approach for integrating cutting-edge AI technologies into ideological and political education within college English courses by clarifying the educational objectives of curriculum-based ideological and political teaching in college English; developing AI-empowered teaching resources tailored for for this purpose; and establishing a human-AI collaborative teaching workflow for curriculum-based ideological and political instruction.The proposed framework seeks to alleviate teachers' preparatory workload, streamline pedagogical processes, and enhance the effectiveness of ideological and political education in language teaching contexts.