College English Research Articles

Digital Tools in Language Learning: Optimizing Memory and Attention for College Students

College English teaching often encounters challenges related to students’ memory and attention in the educational process. This study aims to investigate the effectiveness of integrating memory and attention management technologies supported by the digital environment in college English teaching. To achieve this goal, the author use an action research method with testing as well as descriptive and statistical analysis. The experimental group studied using Quizlet and Busuu for one academic semester. The findings showed that the overall average scores of the experimental and control groups on the Sustained Attention test were 23.3 and 22.5, respectively. Additionally, an Automated Working Memory Assessment showed that the experimental group performed better on working memory tasks than the control group. These results highlighted the potential benefits of incorporating technology-integrated learning tools into language learning including improvements in language skills, attentional resource allocation, and working memory abilities. The novelty of this study lies in the combination of memory and attention management techniques, which are usually studied separately.

Examining the relationship between the L2 motivational self system and technology acceptance model post ChatGPT introduction and utilization

Since the introduction of the L2 Motivational Self System (L2MSS), numerous studies worldwide have highlighted its effectiveness in elucidating Second Language Acquisition. However, the influence of generative artificial intelligence (GenAI) technology on this model remains largely unexplored. The Technology Acceptance Model (TAM) is a widely employed framework for examining the impact of a new technology, and this study explores the intercorrelation when these two models are considered together. Conducted with 35 s-year university English as a foreign language (EFL) students in humanities, the study involved two sessions of instructor-led ChatGPT usage writing workshops, followed by the collection of survey responses. Data analysis unveiled a notable correlation between the L2 Motivational Self System and the Technology Acceptance Model. Particularly noteworthy is the finding that Ought-to L2 Self positively predict Actual Usage. The study discusses pedagogical and theoretical implications, along with suggesting future research directions.

A Empirical Study on Critical Thinking Ability in College English Reading Teaching under CBI

In the context of the new liberal arts, the ordinary English teaching model is difficult to adapt to the development of college English teaching, and English reading, as a necessary part of cultivating students’ comprehensive language ability and critical thinking ability, has played an important role in college English teaching. As a text-based teaching method, Content-Based Instruction (CBI) is more in line with the learning of English reading. Based on Krashen’s input hypothesis and Swain’s output hypothesis theory, it selected 66 English major seniors from Y University as the research subjects, who subsequently are divided into control classes and experimental classes. Data was collected by survey questionnaires and reading tests. Based on the analysis and discussion of relevant data, it concludes that: firstly, the critical thinking ability of college students is at a moderate level. Secondly, the CBI teaching method is significantly positively correlated with students’ critical thinking ability. Thirdly, the CBI teaching method has a positive impact on students’ critical English reading skills.

Research on Strategies for Improving English-Chinese Bilingual Reading Ability of College English Majors

The bilingual reading ability of College English majors is an important indicator to measure their English proficiency, which is of great significance for improving their cross-cultural communication skills and international competitiveness. However, in the actual teaching process, many students often have difficulties in reading comprehension, which affects their reading efficiency and comprehension quality. Therefore, understanding the factors that affect the bilingual reading ability of English majors in universities is of great significance for developing effective teaching strategies and improving students' reading ability. This study has identified strategies for improving the bilingual reading ability of English major students in universities through investigation and analysis, in order to serve English major teaching in universities.

Research on Cooperative Learning in College English Listening Course Empowered by Digital Intelligence

With the rapid development of information technology and the continuous integration of the global economy, the digital era has arrived, which has had a profound impact on educational models. The introduction of the digitally empowered cooperative learning model in college English listening course not only enriches teaching methods but also enhances students' independent learning abilities and teamwork skills. This research paper delves into the integration of digital intelligence in the enhancement of cooperative learning within college English listening course. The study aims to explore the impact of digital tools and technologies on the efficiency and effectiveness of English listening instruction, focusing on the collaborative learning process among students. The research underscores the trans-formative potential of digital intelligence in empowering cooperative learning in college English listening course. By leveraging the strengths of technology, educators can create more interactive, adaptive, and student-centered learning experiences that enhance language proficiency and prepare students for the demands of the digital age.

The Influence of English College Students’ Learning Environment and Self-Directed Learning on Their Academic Achievement

The Influence of English College Students’ Learning Environment and Self-Directed Learning on Their Academic Achievement

La scelta dell’ausiliare nei tempi composti: Variazione nell'interlingua di apprendenti ungheresi e inglesi di italiano L2/LS

The aim of this study is to identify some factors that determine variability in the interlanguage of L2/FL learners of Italian concerning auxiliary selection (essere ‘to be’ vs avere ‘to have’) in compound past tenses. Data were collected by means of a grammaticality judgement test and a binary choice sentence completion test. The participants were L1 English and Hungarian university students of various levels of proficiency (A2, B1, B2 and C1). The results were interpreted both in correlation with certain learning variables such as L1, proficiency level, and the category the main verbs belong to according to Sorace’s Auxiliary Selection Hierarchy. Based on the results, some hypotheses are put forward on teaching material design and on the possibility of harmonising the didactic intervention and the acquisitional sequence observed.

Post-elicitation Wait Time in the Japanese University English as a Foreign Language Classroom

This study investigates the average wait time (WT) – how long a teacher waits following an elicitation – and its relationship with student response length (RL) within Japanese university English as a foreign language classes. It also discusses the perspectives of members of this community towards questioning and WT. Previous studies correlate longer WTs with longer responses but none have been conducted in Japan, and very little in second language (L2) classrooms. Data were collected from observing classes and interviewing teachers and students at a medium-ranked private university. The average WT was around 1.5 seconds and no correlation between WT and RL was found. Various factors which may limit the direct effect of WT on RL were identified, including L2 target language limitations and preferred teaching techniques. Although teachers saw potential for longer responses, they did not believe that WT would increase participation or encourage student–student discourse. Students generally agreed, although they expressed a desire for more open-ended questions requiring longer answers. Like prior studies, the average WT was higher than in first language research. While the lack of correlation between WT and RL differed from prior research, the complexity of WT as a classroom variable is further highlighted.

Research on the Intelligent System of English Teaching from the Perspective of Intercultural Education Based on Deep Learning

In today’s globalized world, cross-cultural communication skills are crucial for English learners. However, traditional English teaching often overlooks cultural differences among students, leading to difficulties in practical communication. The development of deep learning technology has provided new possibilities for English teaching, which can analyze students’ cultural background and learning needs through intelligent systems, and provide more personalized teaching plans. This study focuses on the application of intelligent system in English teaching from the perspective of intercultural education. By analyzing the characteristics of cross-cultural education and the advantages of deep learning technology, an intelligent system model of English teaching based on deep learning is proposed. The model can provide individualized English teaching programs according to students’ cultural backgrounds, learning needs and learning progress. A recommendation algorithm based on a cross-cultural education model comparison is proposed. For each student, retrieve similar teaching cases from the database based on their cultural background and learning needs. Compare the similarity between current students and cases in the database using similarity calculation algorithms. Based on the sustainable development teaching model of college English, the MAP algorithm is analyzed. The experimental results show that the intelligent English teaching system based on deep learning has a remarkable effect on improving students’ English achievement and intercultural communication ability. The model is trained and tested by the measured data. The error of the test results is less than 5%. The results of the experiment prove that the construction of a Chinese college English sustainable development education model can effectively enhance China’s cultural soft power.

An assessment framework for creative production in computing and engineering disciplines

With the increasing expansion of creative computing courses among higher education institutions, there is a growing demand for more objective and efficient assessment frameworks that cater to the multidisciplinary skills that students engage in during the production of such work. This research addresses persistent gaps for a systematic approach of assessing creative content in technical courses. Existing theories are reviewed including creative requirements framework and computing production model, which leads to the establishment of a newly proposed assessment framework. A mixture of research methods is employed combining both inductive and deductive approaches, evidence- based analysis, and case study, based on data collected over three academic years at a British university. The proposed assessment framework incorporates three factors of production (function, usability, and management) and two attributes of creativity (core and optional requirements), which is evaluated to determine its suitability for accurately reflecting the work undertaken by students. Creativity is quantified in the assessment based on technical contribution. The proposed framework can be applied in the delivery of courses involving creative production in the computer science and engineering disciplines in which teaching usually focuses on technical content rather than contextual design, creativity, or aesthetics. The findings reveal positive feedback and a number of pertinent outcomes, including promoting creativity, student satisfaction, and efficient assessments. The framework may be adopted by educators for similar courses that are underpinned by technical skills and creativity.

A Study on the Integration of Hainan Culture into College English Teaching Strategies

This study aims to explore the teaching strategies for integrating Hainan culture into college English courses and their impact on students’ learning outcomes. Drawing on relevant statements on cultural confidence, the research employs multiple methods, including questionnaires, in-depth interviews, classroom observations, and performance analysis, to systematically analyze the application effects of Hainan cultural elements in English teaching and student feedback. A survey of 200 students from a university in Hainan revealed that 90% of the students support the integration of Hainan culture into English teaching, 85% believe that this teaching method enhances their learning interest, and 80% think it helps improve cultural awareness. In-depth interview results show that both students and teachers agree that integrating culture into teaching not only improves English proficiency but also enhances cultural pride. Classroom observations indicate that students in the experimental class have significantly higher participation and interaction frequencies compared to the control class. Performance analysis shows that the English scores of students in the experimental class increased by 15%, significantly higher than the 5% increase in the control class. Comprehensive analysis results demonstrate the effectiveness of integrating Hainan culture into college English teaching. It is suggested that future teaching further enrich cultural content, innovate teaching methods, strengthen teacher training, improve evaluation mechanisms, promote interdisciplinary cooperation, and utilize external cultural resources to enhance students’ cross-cultural communication skills and overall competence.

Digital Competence and Anxiety in Thai University English Education: Impacts on Teachers and Students

This study explored the levels of digital competence and digital anxiety among 25 teachers and 40 students in a Thai university, examining their relationship and impact on digital identities and the quality of online English language education. Guided by Complexity Theory, a mixed-methods approach was adopted, combining quantitative questionnaires with qualitative semi-structured interviews and focus-group discussions. Results indicated significant differences in digital competence and anxiety across generational and academic groups. Younger teachers and senior students showed higher digital competence and lower digital anxiety. Additionally, a significant negative correlation between digital competence and anxiety was observed, suggesting that higher digital competence reduces anxiety. Thematic analysis further revealed that higher digital competence promotes cohesive and confident digital identities, while higher anxiety contributed to fragmented identities. These findings emphasize the importance of enhancing digital literacy and providing psychological support to improve educational outcomes. The study advocates for comprehensive digital literacy programs tailored to different generational and academic groups. Future research should involve larger, more diverse samples, consider additional variables, and explore strategies to enhance digital competence and reduce anxiety. This research offers insights into the complex interplay between digital competence, anxiety, and identity in educational contexts.

Awareness of Undergraduate Nursing Students regarding Psoriasis Disease at the British University in Egypt

Awareness of Undergraduate Nursing Students regarding Psoriasis Disease at the British University in Egypt

A Bibliometric Analysis of The Production-Oriented Approach in College English in China from 2015 to 2024

This paper studies the temporal distribution, author collaboration, research hotspots, theme clustering, and research changes and trends based on 516 CNKI literature in the field of Production-Oriented Approach (POA) for college English in China from 2015 to 2024. It reveals that research on the Production-Oriented Approach for College English in China from 2015 to 2024 can be divided into the Initial Fast Exploration Stage (2015–2017), Fast Development Stage (2018–2021), and Sustainable Development Stage (2022–2024). High-frequency keywords such as college English teaching, college English writing, blended teaching, teaching assessment, etc. are hotspots for current scholars' attention. The themes of research on the POA of college English in China mainly include teaching practice and application of the Production-Oriented Approach, exploration of the Production-Oriented Approach teaching model and design, and teaching assessment of the POA. “Teaching Reform,” “Blended Teaching," and “Teacher-Student Collaborative Assessment” are the current research frontier issues in the development of a Production-Oriented Approach for college English in China. Overall, the POA represents a significant advancement in China's college English teaching field. Its emphasis on integrating language learning with practical application and whole-person education addresses many of the shortcomings of traditional college English language teaching. To improve teaching development in the reform of POA for college English and to better prepare Chinese students for international communication, future research should prioritize themes such as investigating how digital tools and online platforms in education can enhance the implementation of POA and innovative approaches to teacher education that align with POA principles.

Research on Innovative Modes of College English Teaching Based on Data Mining and Intelligent CAI

Research on Innovative Modes of College English Teaching Based on Data Mining and Intelligent CAI

Impact of ID3 Algorithm-based Reading Resource Recommendation Model on College English Reading Teaching

Impact of ID3 Algorithm-based Reading Resource Recommendation Model on College English Reading Teaching

Understanding Learner Agency: A Qualitative Study in a Chinese University English Classroom

Understanding Learner Agency: A Qualitative Study in a Chinese University English Classroom

Transformation of English Education in the Digital Era: A New Paradigm for Holistic Development

This paper explores the transformation of college English education in the digital era, proposing a new paradigm for holistic development. Information technology is driving educational reform, and government policies are facilitating its modernization and digitalization. College English education must evolve to cultivate students' practical application abilities, as current teaching models have limitations. The new paradigm for holistic development emphasizes the comprehensive cultivation of student abilities, including the integration of interdisciplinary knowledge as a core element. The transformation requires top-level policy guidance, needs analysis, curriculum design innovation, teaching model innovation, practical-focused instructional design, addressing implementation challenges, and innovative assessment methods. These initiatives can drive the transformation of English education, foster the development of well-rounded talents, modernize education, and lay the foundation for national progress.

Mobile Learning and Resource Sharing Mode of College English Translation Based on 5G Mobile Communication Technology

The application of 5G and other mobile communication technologies to education and teaching, and the construction of College English Translation mobile learning and resource sharing model and related models have important scientific value and significance for the effective organization and management of learning resources and the improvement of the speed and efficiency of college english translation resource retrieval. This research mainly combines the characteristics of complementarity and expansion of mobile learning technology for traditional online learning technology. Based on Moodle online teaching platform, this research develops a mobile learning and resource sharing mode for college english translation based on 5G mobile communication technology, designs and implements a mobile learning model based on Moodle platform, and designs the system architecture, functional modules, learning mode and learning process, Finally, the main functional modules of the system model are implemented and tested. To promote mobile learning in the teaching field to play a helping role in a wide range. The experimental results show that the AKAZE algorithm is used to optimize the model, and the overall accuracy rate reaches 74.7%, and the test probability value P (siq)=0.00, which is significantly less than the significant level of 0.05. Therefore, we believe that the application of mobile learning instructional design mode will help students improve their academic performance.

A Study on College English Teaching Reform of Ideological and Political Education in the Curriculum to Improve Undergraduates’ Intercultural Communicative Competence

Traditional college English classes pay more attention to students’ language knowledge and skills, but not enough attention to their intercultural communicative competence, which makes many students unable to effectively carry out intercultural communicative and exchange. From the perspective of ideological and political education in the curriculum, this paper discusses how to integrate this concept into college English teaching design organically, and how to adopt educational drama mode to make innovative attempts on existing college English classroom activities, so as to help students better understand Chinese and Western cultures, guide them to correctly view cultural differences, and cultivate their intercultural awareness and ability.