English Instruction Research Articles

Application of Production-oriented Approach in College Integrated English Teaching -under the Background of Curriculum Ideological and Political Education

The Production-Oriented Approach, a foreign language teaching method with Chinese characteristics founded by Wen Qiufang, has been developed over the past decade with the goal of enhancing the quality of English instruction in higher education settings across China. This paper aims to apply this theory to the teaching framework of ideological and political education within integrated English courses and subsequently evaluate its effectiveness.A specific case study, centered on the text “Spring Sowing” from a Contemporary College English Reading course, demonstrates the practical implementation of ideological and political education using the POA. The paper describes the teaching design of this unit within the POA framework, encompassing the motivating, enabling, and assessing stages. Additionally, students’ feedback following the implementation of this teaching approach highlights its positive impact on linguistic advancement, thematic comprehension, and appreciation for farmer-related themes.The study’s findings demonstrate that a college integrated English course based on the POA seamlessly integrates language knowledge with ideological and political elements, resulting in a noticeable enhancement in teaching quality and efficacy. It demonstrates the feasibility and effectiveness of incorporating ideological and political education within English language instruction using the POA framework, offering valuable insights for future curriculum development and implementation in Chinese higher education.

The Construction of Higher Vocational English Language Bank Based on Neurolinguistic Knowledge

Abstract With the advent of artificial intelligence and big data technologies, traditional approaches to teaching English in higher vocational education are increasingly inadequate for contemporary pedagogical demands. This study involved the collection and analysis of an extensive corpus of English learning materials facilitated by the use of neural network models to process this data. Consequently, we established an English language library tailored to the authentic language use and learning needs of higher vocational students. A substantial array of textual materials pertinent to higher vocational English instruction, including textbooks, online articles, and practical dialogues, was amassed using web crawler technology. These texts underwent natural language processing that included tokenization and the elimination of stop words. To develop a language model, we deployed a Transformer-based neural network for deep learning analysis of the processed data. Our findings indicate that the constructed language bank excels over traditional higher vocational English teaching resources in terms of vocabulary breadth, grammatical diversity, and practical utility. The language bank demonstrates notable benefits in analyzing vocabulary usage biases and enhancing students’ pragmatic language skills. This research substantiates the feasibility and effectiveness of constructing a language bank for higher vocational English utilizing neurolinguistic methodologies. The integration of advanced language modeling and big data processing technologies can significantly elevate the caliber of educational resources and instructional efficacy

Closing The Gap: Evaluating Exclusive English Medium Instruction In Chinese Higher Education

In today's globalized world, proficiency in the English language stands as a critical skill, especially in non-native contexts such as China's higher education system. This research delves into the effectiveness of exclusive English Medium Instruction (EMI) in closing the prevalent gap between language input and proficiency among Chinese undergraduates. Utilizing Stephen Krashen's input hypothesis alongside modern language learning theories, the study assesses the capacity of monolingual instruction to significantly improve vocabulary, grammar, and overall language comprehension. It distinctively evaluates the impact of EMI within the Chinese educational framework, traditionally dominated by bilingual methods. Employing a robust quasi-experimental design with first-year undergraduate students, this investigation focuses on the influence of monolingual teaching on English language proficiency, particularly measuring performance in the College English Test—Band 4 (CET-4). Results indicate a marked enhancement in CET-4 scores within the EMI group compared to controls, thus supporting the hypothesis that immersive language exposure facilitates superior language acquisition. Furthermore, this research transcends academic discussion, providing actionable insights for curriculum development, teaching strategies, and policy making to boost English proficiency in Chinese undergraduate education. By adopting global linguistic trends and tackling specific challenges of English instruction in China, our study promotes a shift towards monolingual education as a fundamental element of linguistic mastery in higher education. Ultimately, this investigation not only validates the efficacy of exclusive EMI in improving English proficiency among Chinese undergraduates but also paves the way for significant pedagogical changes in language teaching, aligning with the global communication demands of the 21st century.

Construction and Application of English teaching in vocational colleges Model under Output Orientation

Abstract The basic idea of teaching reform and practice is the teaching mode. This research, which is based on POA, examines how higher vocational English is taught under the direction of a new teaching model and assesses the viability and application of using POA to teach English in vocational institutions. This paper establishes an English teaching in vocational colleges model under POA, which consists of three parts: “driving,” “facilitating,” and “evaluating.”Through the improvement of the BP neural network, this research develops the English teaching in vocational colleges quality assessment model under POA, thereby verifying the efficacy of the model. The changes in students’ English achievement are explored through teaching experiments and the two-sided sigmoid curve. A value of 0.007<0.05 in the paired-sample t-test of the experimental class proves that compared with the traditional English teaching in vocational colleges model, the English teaching in vocational colleges model under POA has a more obvious promotion effect on English achievement. The improved BP neural network model produced quantitative assessments of teaching quality that are mostly in line with actual findings. The model is used to evaluate the quality of English instruction in vocational colleges under POA.

Computer-assisted English language teaching: history, current status and future developments

Abstract In the digital era, the integration of computers into educational practices, particularly in English language teaching, has progressively become ubiquitous. English language education, a crucial component of contemporary pedagogy, has experienced significant evolution through the implementation of computer-assisted instruction. This study endeavors to delineate the landscape of research hotspots in computer-assisted English teaching by employing knowledge mapping techniques. It further elucidates the methodological framework of keyword co-occurrence mapping. An analytical review of the historical progression, emerging trends, and prior challenges in the domain of computer-assisted English teaching is conducted. Findings indicate that the prominence of terms such as “computer-aided English teaching,” “distance learning,” and “online teaching” initially surged but subsequently declined, with peaks observed in 2000 and 2007, respectively. Conversely, “mobile learning” has shown a consistent upward trajectory, culminating in a peak of 1051 citations in 2018. Historically, computer-assisted English teaching faced engagement challenges, with 72% of students not participating actively in learning. Presently, there is a marked improvement in this domain, with 80.0% of teachers now regularly utilizing computers to facilitate English instruction. The ongoing development of computer-assisted English teaching aims to enhance both the intelligence and efficiency of instructional processes in the future.

A Strategic Study of Using Deep Learning to Improve the Effectiveness of English Education in Colleges and Universities

Abstract Traditional English education at the tertiary level has predominantly been characterized by rote memorization and recitation, which notably hampers the development of higher-order cognitive skills and the capacity to tackle real-world problems. This paper advocates for a transformative shift towards deep learning within higher English education, positing it as a pivotal metric of student learning efficacy. We introduce a learning architecture model that emphasizes engagement, spatial, and experiential learning dimensions. This model integrates data on learner interactions and deep learning activities to reconstruct the paradigm of English education at the collegiate level. Utilizing a six-dimensional learning process questionnaire scale as a metric for deep learning, we employed SPSS to analyze variations in the adoption of deep learning strategies by students pre-and post-intervention. Additionally, classroom observations and interviews were methodically conducted to document and analyze the learning dynamics, outcomes, and feedback within the deep learning-oriented English classroom. Post-implementation data revealed a significant enhancement in English composition scores, with an average increase of nearly 15 points, from 67.0678 to 81.7508. Correlation analysis further demonstrated a coefficient of 0.051 between deep learning practices and the English proficiency of college students, indicating a positive linear relationship. This study contributes to the existing literature on routine English instruction in higher education by providing a replicable model for enhancing English teaching methodologies and, consequently, elevating the standard of English education at the foundational level.

Analysis of Teachers’ Roles and Skills in Teaching English in Colleges and Universities under the Rasch Model

Abstract The proficiency of English teachers in accurately understanding their roles and employing diverse teaching skills is crucial for enhancing the quality of English instruction. This study utilizes the Rasch model, a component of the Item Response Theory (IRT), to develop assessment scales aimed at evaluating English teachers’ role orientation and teaching skill levels. We selected 267 English teachers from higher education institutions in X province as participants. The assessment instruments, designed around these scales, were disseminated via the Questionnaire Star platform and analyzed using Excel and SPSS software. This research examines the application of the Rasch model in assessing the role orientation and teaching skills of English teachers. It specifically investigates the scales’ unidimensionality, goodness of fit, and scoring quality across various levels. The results from the unidimensionality test of teachers’ role orientation skills yielded weighted fit values ranging from 0.90 to 0.97, with logit results for teachers’ role orientation skills spanning from -2.065 to 4.651. Furthermore, the loadings for teacher skill levels remained within the acceptable range of ±0.6. Interestingly, the discrepancy between the logit values of the strictest and most lenient teacher raters was significantly smaller (1.189 logits) compared to that of student raters, which was 2.562 logits. The findings suggest that employing the Rasch model to analyze English teachers’ role orientation and skill levels can significantly support the enhancement of teachers’ capability to grasp their educational roles and improve their teaching skills.

Study on college English Major Teaching and Language Library change based on the advantage correlation method

Abstract Gray system theory has been used in various disciplines recently, and its potential for language base change analysis and education assessment has been steadily investigated. Grey correlation analysis is a valuable tool for evaluating the effectiveness of instruction, particularly for English majors in colleges and institutions. Optimizing instructional strategies can be achieved through the use of this information. English teaching is profoundly affected by changes in the language bank, which requires teachers to continuously adjust their teaching strategies to adapt to the language’s development trend. Using the dominant correlation degree approach, this study investigates the connection between the changing language pool and the instruction of English majors at colleges and universities.This paper takes 14 colleges and universities of different levels as the investigation object. According to the study, there are no apparent differences between key colleges and ordinary colleges regarding learning needs, but there are differences in teaching requirements and environments. By evaluating the teaching quality of three teachers, it was found that their teaching quality correlations were 0.96, 0.98, and 0.99, respectively, and all reached an excellent level of evaluation. By examining the language bank changes, this study’s gray correlation approach may be improved to enhance the effectiveness and caliber of instruction. The study offers new guidelines for improving English instruction at colleges and universities and an assessment instrument.

A Study on the Reading-Writing Combined English Instruction in Junior High School Based on Thematic Contexts

Context is an effective way for students to master English and a crucial method to stimulate their interest in learning. This paper tries to explore a teaching strategy that combines reading and writing in English based on thematic contexts through practical teaching cases. The first step is to activate students’ background information by creating thematic contexts; the second step is to integrate necessary textual information for writing around thematic contexts; the next step is to explore thematic contexts to broaden students’ reading perspectives and overcome their limitations in thinking; the last step is to apply thematic contexts to improve the comprehensive use of reading and writing skills. The reading-writing combined English instruction based on thematic contexts can achieve the goal of coordinated and high-quality development of students’ English reading and writing abilities.

An Analysis on English Teachers’ Effective Classroom Discourse and Its Interactive Model Innovation with the Assistance of Artificial Intelligence

Abstract The rapid evolution of technology catalyzes innovation in English teaching methodologies, rendering traditional approaches—predominantly reliant on singular language modalities—insufficient for modern educational demands. This paper introduces a multimodal English teaching model anchored in multimodal discourse analysis and interaction theory to address these evolving needs. Utilizing a dual threshold extraction algorithm for chunked cumulative frame difference, the model effectively identifies semantic key frames during multimodal English instruction. Additionally, it incorporates a composite convolutional neural network that merges spatio-temporal features to delineate the dynamics of the teaching videos, further enhanced by the LK optical flow method. The integration of a pre-interactive LSTM decoder facilitates the fusion of video and textual features, culminating in the construction of an annotated English teaching video model. This model was applied to analyze the classroom discourse of high school sophomores’ English teachers in X city. Analysis revealed that the duration of classroom discourse varied between 14 to 19 minutes per session, with the introductory segment alone accounting for 307.54 seconds—12.81% of the total lesson duration—of purely linguistic content. Furthermore, the average number of questions posed by teachers per lesson was 73.17, indicating a high reliance on verifying discourse strategies, which constituted 92.22% of the discourse. This technological approach to analyzing classroom discourse provides novel insights and valuable references for refining English teaching strategies, demonstrating the effectiveness of integrating advanced computational techniques in educational settings.

Beyond Understanding English Instruction: Shaping and Balancing the Professional Identity of EFL Teachers in Saudi Arabia

Beyond Understanding English Instruction: Shaping and Balancing the Professional Identity of EFL Teachers in Saudi Arabia

The Construction of Online-Offline Blended Teaching Mode of Professional English Based on Java Web

Abstract The “online + offline” blended teaching mode capitalizes on the Internet environment to seamlessly integrate traditional classroom instruction with online learning, representing a progressive trend in educational development. This study, grounded in Java Web technology, proposes a hybrid model for teaching professional English structured around three core components: preparation, instruction, and assessment. The model’s efficacy was assessed by devising a set of factors and rubrics to evaluate teaching quality, utilizing a fuzzy logic approach. Empirical validation was conducted using English majors from S colleges as participants. The overall teaching quality score was 87 points, meeting the established rubric standards, thus confirming the model’s applicability to professional English instruction. A controlled experimental analysis of students’ scores—pre-test, mid-test, and post-test—revealed a consistent improvement, with mid-test scores surpassing pre-test and post-test scores exceeding mid-test scores. This progression underscores the effectiveness of the Java Web-based online blended teaching model in enhancing students’ proficiency in English.

Resources and opportunities of ICT for Chinese rural students in EFL: The pursuit of quality and balanced development in compulsory education

China’s educational equity has advanced recently, and information and communications technology has drawn more attention as a classroom tool and a crucial component of educational equity. The purpose of this paper is to investigate the availability, benefits, and drawbacks of ICT technology in rural China’s English as a foreign language classroom. In addition, it will carry out a thorough examination based on China’s most recent education policy. According to the research, using ICT in the classroom might increase students’ motivation and involvement. However, there are certain issues that require collaboration from all societal segments. In reality, in-depth research on the application of ICT resources in rural students’ EFL instruction may work as a template for other developing countries and promote the balanced worldwide expansion of rural education. Theoretically, understanding how ICT resources function to raise the standard of English instruction for rural students is advantageous because it provides a theoretical framework for relevant policy planning.

Personalized Recommendations of Online English Teaching Resources for Higher Vocational Education

Abstract Facing the intricate challenges of English instruction in higher vocational colleges, this research innovatively employs online resources to elevate educational quality and learner efficiency. It critiques the ineffectiveness of “one-size-fits-all” educational models and proposes a cutting-edge personalized recommendation system. This system adeptly curates learning materials to align with individual students’ learning patterns and competencies. By pioneering the TDINA and CUPMF models, and synergizing them with convolutional neural network (CNN) technology, our study dives deep into the educational content, ensuring precise resource recommendations. The system’s prowess was demonstrated through the successful recommendation of 815 resources, identifying strengths in electronic wall charts and courseware, alongside areas for enhancement in microclass scripts and recordings. A specialized experiment in personalized exercise recommendations further underscored the system’s efficacy, accurately tailoring the exercise level and difficulty to students’ learning capacities. Significantly, the CUPMF model emerged as a robust tool in refining the accuracy of these personalized recommendations, heralding a new era of bespoke educational experiences for students.

Hegemony of English Language: An Analysis of Advertisement Strategies Adopted by Private Schools of Nepal

Using Fairclough's (1992) three-dimensional framework (i.e., discourse, text, and social practice), this paper critically examines the linguistic and pictorial discourse of private school advertisement strategies, particularly those for new admissions initiatives, to better understand how the English language functions and how it predominates Nepali and other languages in the context of Nepal. The pictures of advertising in English for 'new admission open' published by private schools were collected as research data and, then, critically analyzed the pictorial and linguistic discourse represented by them. This critical discourse analysis reveals that although Nepalese language policy in education prioritizes multilingual education, all private schools solely offer instruction in English as a second language. Most parents and children are drawn to English-speaking schools due to the influence of the language and the appealing marketing tactics utilized by private schools. Language prejudice and racial inequity are brought about by the idea that English is a superior language. The idea that English is a better language generates prejudice towards other languages and social injustice and the identity of Nepali and other local languages is being undermined by the dominance of English in schools.

Looking for Insights: A Comparison of Secondary Education English Curricula in Indonesia and Estonia

Both Indonesia and Estonia have similar contexts of learning English as a foreign language. The learning achievements reveal a considerable disparity when considering the worldwide assessment of English proficiency, with Indonesia ranking 79th and Estonia securing the 23rd position according to the (EF English Proficiency Index in 2023). This study compares English curricula in Indonesia and Estonia, examining the differences between them despite similar conditions for teaching English as a foreign language. The fundamental goal of the study was to identify the factors that influence diverse learning outcomes in various countries. The study used content analysis to compare curricular papers from both countries on six critical criteria including: (1) stakeholders involved in English curriculum development, (2) stakeholders' reactions to the English curriculum, (3) stated purposes of the curriculum, (4) educational philosophies underlying the English curricula, (5) unstated purposes of the curricula, and (6) influential factors shaping the curricula. The analysis suggested that the key drivers to the discrepancy in learning results in both countries were national policy, pedagogy, and assessment implementations. The results showed that the main result of the mentioned alterations underscored the need for an enhanced approach to the instruction and acquisition of English. Allocating sufficient time for English learning allows students to maximize their opportunities for developing language skills. Moreover, integrating speaking and writing elements into final evaluations and embracing a communicative language strategy can inspire both educators and learners to participate in more genuine learning experiences.

Science and Engineering Undergraduates’ Attitudes and Perceptions of English-Mediated Instruction – A Case Study in A Chongqing International Cooperative Program

This research sought to investigate the perspective of science and engineering students at Chongqing universities towards English-medium instruction (EMI) delivered by foreign instructors. The participants were 156 undergraduate students who studied at a Sino-Foreign Cooperative Education Programme in Chongqing University of Technology (CQUT). In this study, data was collected through interviews and questionnaires. The research indicates that most students have a high regard for English-medium instruction and have found that taking Science and Engineering classes instructed by foreign teachers in English has been beneficial in terms of enhancing their English language skills and developing their understanding of the subject. Nevertheless, some students with limited English proficiency encountered difficulties understanding specialized knowledge. They found that full English instruction from foreign teachers did not improve their English language skills. Therefore, this study suggested that China’s Sino-foreign Cooperation Programmes should consider the divergences in students’ English proficiency and vocational objectives and offer differentiated instruction, mentoring, and professional English language training.

A Comparative Study of Prosodic Cues to Turn-taking: Evidence from Perception

The objective of this study is to identify the disparities between individuals who speak English as their first language and those who are learning English as a foreign language, specifically in relation to the prosodic signals that indicate when it is appropriate to take turns in conversation. Data collection involved the implementation of two perceptual studies, one involving text and the other involving audio. The results indicate that there are notable distinctions between two groups of individuals in response to specific stimuli. Implications have been made about the instruction of English as a Foreign Language (EFL) learners.

Exploring Chinese college students’ engagement in an online EAP course

This study examined the dynamic and complex development of college students' engagement in an online English for academic purposes (EAP) course. The study adopted a case study design, collecting data from multiple sources such as class observations and student interviews. Data analysis revealed the learners' engagement profiles and patterns throughout the duration of the course, highlighting the interactions and transactions between learners and the learning environment. In this online learning environment, the behavioral, cognitive, emotional, and social dimensions of learner engagement underwent dynamic development through interactions between learners and contextual complexity. The features and developmental trajectories of learner engagement were influenced by a series of language, cultural, course, technical, and individual factors, such as full English instruction, cultural differences in educational philosophy, course mode, technical support, learners’ language proficiency, and motivation. These findings shed light on learner engagement in an online EAP learning context and have the potential to enrich our understanding of the multifaceted, situated, and dynamic nature of engagement. The study has implications for language pedagogy, curriculum design, and program innovation in a globalized world.

TERTIARY STUDENTS’ PERCEPTIONS ON ELSA SPEAK APPLICATION FOR PRONUNCIATION LEARNING

In the context of Industry 4.0, the integration of Artificial Intelligence (AI) into English language education is increasingly prevalent. Notably, the proliferation of English language applications, exemplified by the Elsa Speak Application, underscores the noteworthy advancements in pedagogical tools for English instruction. This study aims to scrutinize the perspectives of non-specialized students within the High-quality program at Can Tho University (CTU), investigating their encounters with learning English pronunciation through the application of Elsa Speak. The research employed a structured questionnaire distributed to a cohort of 180 students. The outcomes reveal a predominantly positive reception among students regarding the process of acquiring pronunciation skills through the Elsa Speak Application. Significantly, the application contributes to an augmented grasp of pronunciation, development of English language proficiency, and overall enhancements in learning outcomes. This exploration provides insights into the efficacy of the Elsa Speak Application in fostering positive educational experiences for non-specialized students, thereby contributing valuable data to the discourse on the integration of AI in language education within the Industry 4.0 paradigm.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>