College English Research Articles

The multi-dimensional interactive teaching model significantly enhances the effectiveness of college English instruction by emphasizing dynamic engagement between teachers and students, as well as among students themselves. This paper explores practical strategies for implementing this model, focusing on four key aspects: deepening teachers’ understanding of the model through continuous learning, innovating interactive methods such as questioning techniques and practical activities, leveraging modern technology to integrate resources and track learning progress, and establishing a communication platform that centers on student participation. By adopting these approaches, the model fosters a student-centered classroom environment, improves comprehensive English application skills, and optimizes overall teaching quality.

The reform of College English education in chinese HVEsis urgently needed and it needs to align language instructions with students’ future jobs. Textbooks used in traditional education are designed mainly for general academic purposes. Textbooks used in traditional education can never be effective in motivating vocational students or equipping them with useful English to use at work. This paper fills this important vacuum with a thorough exposition about the systematic creation, usage, and evaluation of a multimodal digital textbook made from a specific kind of vocational text corpus. Two mutually supporting methodologies are adopted: the development, analysis, and mediating pedagogy of a specialized corpus embodying key vocational field’s (e.g., e-commerce, tourism, basic manufacturing, etc.) linguistic demand, and an intentional design for a multimodal digital textbook which integrates the corpus and interactive media based on cognitive learning theories. Furthermore, it studies the pedagogical adaptability of the textbook through a semesterlong mixed method case study of a large higher vocational college. It looks at effects to students participating, doing language tasks, thinking learning is worth it, and helping to change classrooms around. Findings show that use of the corpus based multimodal textbook can motivate student to learn and better outcomes are observed when students learn vocational English proficiency with relevant, authentic, scaffolded and interactive content. Integrate a model that gives a sustainable, data-driven, good solution for improving the college English teaching in higher vocational education area and make them as ready as possible to be a good employee for the industries.

In the contemporary higher education, English language courses are recognized as foundational subjects. They are entrusted with not only nurturing students' lin-guistic competencies but also integrating elements of ideological and politi-cal ed-ucation (IPE) to fulfill the essential mission of moral cultivation. This study is grounded in the practical demands of IPE in English language courses. Employing a mixed-methods approach that combines questionnaires and in-depth interviews, a comprehensive investigation was conducted involving 213 students from four majors at a university in Eastern China. The objective was to explore students' current levels of satisfaction with IPE in English lan-guage courses and to identify the underlying influencing factors. The research utilized statistical analysis tech-niques to examine the impact of personal at-tributes (encompassing major, and po-litical affiliation) and course implemen-tation aspects (including teachers' ideolog-ical and political literacy, instruc-tional design, and classroom interaction modes) on students' satisfaction with IPE in English language courses. The results reveal that teachers' ideological and political literacy, along with the relevance of the teaching content, exert a sig-nificant positive influence on student satisfaction. Furthermore, the diversity of classroom interaction strategies and students' sub-jective engagement play an indispensable positive role in their satisfaction with IPE. Notably, the study un-covered variations in expectations regarding the ideo-logical and political con-tent of foreign language courses among students from dif-ferent majors, prompting the suggestion of differentiated teaching strategies for IPE.

Against the backdrop of flourishing digital education, fragmented learning has emerged as a significant approach for university students to build English vocabulary. This paper analyzes the characteristics, theoretical foundations, and effectiveness of fragmented learning in university English vocabulary acquisition. Drawing on empirical cases and cognitive science principles, it reveals both the advantages in enhancing vocabulary memorization efficiency and the challenges posed by systemic shortcomings. Further optimization pathways are proposed, including goal-oriented planning, integration of multimodal resources, and gamified incentive mechanisms. These aim to provide college students with scientific and efficient fragmented vocabulary learning solutions, promoting systematic knowledge construction and the formation of long-term memory.

With the rapid development of information technology, traditional College English teaching can no longer meet the needs of individualized and interactive learning. Many current models still rely on teacher-centered instruction and lack flexibility in promoting students’ initiative. This study aims to explore a multi-interactive teaching mode for English for Specific Purposes in a network environment. Based on constructivist learning theory and the goal-level theory of English learning, the model integrates classroom teaching, online self-learning, and multiple forms of evaluation. It emphasizes interaction among teachers, students, and digital resources to build an open and student-centered learning system. The findings show that this approach helps students set higher learning goals, improves learning motivation and efficiency, and enhances cooperation and participation. The study suggests that information technology can effectively support the reform of College English teaching, promote students’ independent learning ability, and create a sustainable environment for personalized and interactive education in higher institutions.

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.

Foreign Language Teaching Motivation Shifts of University English Teachers in the Generative AI Era

This paper focuses on the phenomenon of Chinglish in college English learning, exploring the causes of this phenomenon, influence of language transfer theory on it, and the impact on English learning. This paper also provides suggestions for university students to avoid Chinglish in English expressions. Studies show that Chinglish primarily stems from the strong influence of Chinese learners' native language when they are learning English. The influence manifests in their vocabulary, grammar, and sentence structure. The language transfer theory helps us understand how Chinglish apears. When language transfer is posive, it can help second language leaners to learn new vocabulary and understand grammar. But if they rely too much on Chinese language pattern, they might make mistakes. Negative transfer is a bigger problem, causing many issues in their English expressions. To avoid Chinglish, students should focus on three things: learning basic language skills, reducing negative influence of their native language, and practicing writing often. This study helps us understand and analyze the mistakes foreign language learners usually make, and it shows that why these mistakes happen. Also it offers English learning suggestions for college students to avoid Chinglish and improve their English proficiency.

The cultivation of 21st-century competencies in higher education demands an integrated approach that simultaneously enhances language proficiency and problem-solving capability. In the Chinese English as a Foreign Language (EFL) context, however, traditional university English instruction remains predominately exam-oriented, offering few opportunities for students to engage in authentic problem-solving tasks. This study presents a design of a creative problem-solving (CPS)-based English reading and writing curriculum for Chinese university students. Grounded in a five-step CPS teaching approach, which includes identifying problems, defining problems, finding solutions, evaluating solutions, and implementing plans, the curriculum integrates thematic units addressing real-world topics such as unemployment, career choice, and career development. The development process drew on a literature review, expert evaluation, and iterative refinement based on feedback. The resulting curriculum features critical reading activities, collaborative brainstorming, structured debates, writing workshops, and reflective practices, supported by a combination of formative and summative assessments. Findings indicate the curriculum’s potential to foster higher-order thinking, creativity, and linguistic competences, aligning with current calls for innovative, learner-centered approaches in EFL education. This work provides practical insights for curriculum developers, language educators, and higher education policymakers seeking to integrate CPS pedagogy into language learning.

Statistical Analysis on Learning Inertia of Gender Differences Upon College English Study Emotion, Behavior and Sense of Achievement

In recent years, with the continuous development of educational digitalization, the integration model of SPOC (Small Private Online Course) and flipped classroom can integrate online teaching resources and offline teaching resources, overcome the shortcomings of traditional teaching models, and enhance students' enthusiasm for learning and autonomous learning ability. This model has become a popular direction in the reform of teaching models. Meanwhile, the advantages of the Zhihuishu knowledge graph platform, such as knowledge coherence and complete teaching modules, are highly beneficial for the promotion of the flipped classroom teaching model based on SPOC. This research will adopt methods such as literature review, investigation and research, questionnaire survey, and in-depth interview to analyze the application effect and optimization path of the flipped classroom teaching model based on SPOC on the Zhihuishu platform in college English teaching. The theoretical basis, practical effect and existing problems of the model were specifically analyzed, and corresponding optimization suggestions were put forward.

At present, traditional vocabulary learning methods struggle to meet college students’ needs for English vocabulary acquisition and retention. When preparing for College English tests, students are required to memorize a large number of new words. If they still rely on rote memorization, their learning efficiency will be significantly reduced, and their interest in English learning may even be undermined. To explore the feasibility and effectiveness of root-and-affix associative memory and help students memorize words more efficiently, this paper explains how this method enhances college students’ vocabulary retention ability—starting from the definition, characteristics, and application of root-and-affix associative memory—and elaborates on the application and significance of root-based teaching in College English vocabulary instruction. Compared with traditional word-formation teaching, root-based teaching demonstrates greater advantages and feasibility in College English vocabulary teaching.

Abstract The expansion and marketisation of Higher Education (HE) over recent years has prompted significant growth in the number and proportion of education-focused academics (EFAs) within the academy. Recognition and reward for these staff has however been a persistent challenge, in part because of debates around the nature of scholarship, variation in institutional criteria pertaining to scholarship, and lack of clarity around recognition of the work undertaken by EFAs. As part of our remit to develop scholarship in our own institution, we conducted workshops with academics from six departments within a post-1992 English university, capturing lived experiences of scholarship, understandings of what it comprised, and perspectives on how scholarship could be supported. We reflect on these discussions, on the literature defining scholarship, and on our own lived experiences as EFAs and supporting EFAs, to reimagine scholarship through an integrated framework, the DARSHE (Description of Activities Relating to Scholarship in Higher Education). The DARSHE framework offers a synthesis of some of the different approaches in the current literature, taking into account the development needs we have identified, and subsequent evaluations with wider stakeholders. The framework can be used by individuals to reflect on their scholarship, as a tool to support the development of an inclusive approach to scholarship by academic developers, and to enable reward and recognition for EFAs in university policy. We suggest that this will lead to a positive impact on colleagues seeking to develop their scholarship, the HE sector, and the students that study within it.

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.

This study examines the use of the large language model DeepSeek to innovate college English writing instruction and analyzes its learning effectiveness. Traditional teaching methods often lack timely feedback and personalized support, limiting students' writing development. DeepSeek addresses these issues by providing instant feedback, generating ideas, and improving language accuracy. Despite limitations in sample size and research duration, this practice demonstrates the potential of DeepSeek as a valuable tool in English writing education. Future research should expand the scale of study and explore personalized teaching applications based on student differences.

Embracing intercultural dialogue through Otherness can enable higher education institutions to ethically address intercultural issues in local communities facing globalization. Strategies such as the anglicization of the curriculum rarely address interculturality as they overlook its complex and polysemic nature. To shed light on this problem, we drew on intercultural education from a decolonial perspective to study the English program of a Colombian university that promotes internationalization from a territorial perspective. The research strategies included document analysis of 15 communicative tasks, English language faculty’ narratives, and students’ artifacts. To commit to decoloniality, we intertwined these strategies through diálogo de saberes (knowledge dialogues methodology) seminars with faculty. The findings suggest that the tasks openness to diversity and inclusion might contribute to intercultural dialogue but the subtle ways in which they reproduce colonial ideologies hamper it by impeding Otherness. This finding implies the need for decolonial professional development and further research.

The current pilot study aimed at identifying whether Moroccan undergraduate EFL students’ levels of self-esteem (SE) correlated significantly with their Foreign Language Anxiety (FLA), focusing particularly on their speaking in the EFL classroom context. The study followed a quantitative approach using Rosenberg Self-Esteem Scale (RSES) and the Foreign Language Classroom Anxiety Scale (FLCAS) to collect data from 150 second and third-year students who have completed at least two years of university English instruction. Fear of negative evaluation seemed to be a major source of (FLA) for our selected sample, followed by communication apprehension and test anxiety respectively. The two variables correlated negatively (r= -0.74, p <.001) with (SE) explaining 54% of the variance in anxiety. Besides, according to the independent t-tests, there was no indication of any significant differences between genders. This strong negative correlation and predictive association observed in the present study confirms Krashen’s (1982) Affective Filter Hypothesis which posits that self-perception directly affects learners’ levels of anxiety. The study concludes with educational implications aiming at enhancing students’ self-perception and reducing speaking anxiety in the Moroccan EFL context.

The Production-Oriented Approach (POA) drives students’ learning processes through task-based scenarios. In the context of the deep integration of digital technology and education, AI-enhanced POA can further improve teaching quality. This paper explores the construction of teaching design principles and practical methods for university English teaching under the AI-enabled POA framework. It argues that teachers should base their practices on the theoretical foundations of POA while aligning with the empowering dimensions of AI technology, thereby establishing teaching design principles that focus on goal orientation, human-machine collaboration, data loops, authentic contexts, and dynamic evaluation. In practice, teachers should create a precise teaching-feedback-optimization loop through a teaching management support system that encompasses pre-class, in-class, and post-class activities.

In the era of artificial intelligence, higher education is embracing new opportunities for pedagogical innovation. This study investigates the impact of integrating AI into college English teaching, focusing on its role in enhancing students’ critical thinking and academic engagement. A controlled experiment compared AI-assisted instruction with traditional teaching, revealing that AI-supported learning improved overall English proficiency, especially in writing skills and among lower- and intermediate-level learners. Behavioral analysis showed that the quality of AI interaction—such as meaningful feedback adoption and autonomous revision—was more influential than mere usage frequency. Student feedback further suggested that AI-enhanced teaching stimulated motivation and self-efficacy while also raising concerns about potential overreliance and shallow engagement. These findings highlight both the promise and the limitations of AI in language education, underscoring the importance of teacher facilitation and thoughtful design of human–AI interaction to support deep and sustainable learning.

Artificial intelligence is playing an increasingly important role in college English teaching. Guided by Krashen's Input Hypothesis in second language acquisition, this study uses the large language model Doubao to adapt a news text from China Daily into listening material for the College English Test Band 4 (CET-4). The research explores audio production and vocabulary list creation for the listening material, clearly demonstrating the application of artificial intelligence in college English news listening teaching. This approach effectively addresses problems in traditional teaching such as outdated news content and difficulty in obtaining appropriately leveled materials, providing an effective path for improving teaching efficiency and quality.