College English Teaching Research Articles

Exploring the Relationship between Teacher Motivation and Teacher Burnout among Chinese College English Teachers

Exploring the Relationship between Teacher Motivation and Teacher Burnout among Chinese College English Teachers

College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4

With the development of college English teaching reform in China, growing attention has been paid to the improvement of teaching materials and teaching methods. This book review introduces the monograph College English Teaching Reform Based on Intersubjectivity Teaching Model written by Yongxiang Wang, Youyi Zhu et al. from three aspects, namely content, strengths, and weaknesses. It is found that through the intersubjectivity teaching model, the model which breaks the limitation of the binary opposition approach and reflects Bakhtin’s Dialogue Theory, this monograph makes a profound reflection on modern college English teaching and puts forward instructive methods for English teaching, which makes significant contributions to the reform of college English teaching in China and are worth further promoting.

Factors Influencing of School Type, Parental Educational Background, Gender, and Age on the English Language Speaking Proficiency of Chinese College Students

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.

Exploring the New Mode of English Teaching in Colleges and Universities under the New Economic Forms

Exploring the New Mode of English Teaching in Colleges and Universities under the New Economic Forms

The Strategy of Integrating Traditional Culture into College English Teaching under the Perspective of Cultural Confidence

The Strategy of Integrating Traditional Culture into College English Teaching under the Perspective of Cultural Confidence

A Study on the Integration of Traditional Chinese Culture into College English Teaching in the Context of Ideological and Political Education

A Study on the Integration of Traditional Chinese Culture into College English Teaching in the Context of Ideological and Political Education

A Survey on Learning Strategies of Online and Offline Blended Teaching of College English in Post-epidemic Era

A Survey on Learning Strategies of Online and Offline Blended Teaching of College English in Post-epidemic Era

Enhancing College English Teachers’ Teaching and Practical Abilities in the New Era: The Role of Educational Technology Amid US-China AI Rivalry

Enhancing College English Teachers’ Teaching and Practical Abilities in the New Era: The Role of Educational Technology Amid US-China AI Rivalry

Intercultural Communication Competence: Theoretical Exploration and Practical Application from the Perspective of Foreign Language Education

As globalization continues to deepen, intercultural communication competence has become an indispensable key skill in international exchange and cooperation. This paper aims to explore the theoretical construction of intercultural communication competence and its practical application in foreign language education. By synthesizing reviews of relevant literature from both domestic and international sources, this paper proposes an interactive theoretical model of intercultural communication competence that integrates the dimensions of attitude, knowledge, and skills. The model emphasizes the dialogic nature of intercultural communication, the equality of cultures, and the dialectical combination of globalization and localization. Based on this, the paper further develops a practical model that organically integrates intercultural communication competence, teaching segments, and teaching activities into a three-ring structure, providing a specific operational framework for the cultivation of intercultural communication competence in foreign language teaching. Through empirical research, this paper has verified the application effect of the proposed model in college English teaching. The results indicate that the model can effectively enhance students' intercultural awareness, knowledge acquisition, and communication skills. Finally, the paper puts forward a series of teaching suggestions aimed at promoting the comprehensive development of intercultural communication competence in foreign language education and points out directions for future research and practice.

Analysis of English Teaching in Colleges and Universities from the Perspective of Cross-border E-commerce

Analysis of English Teaching in Colleges and Universities from the Perspective of Cross-border E-commerce

Application of CNN based Regognition Technology in Public English Teaching in College Intelligent Classroom

With the advancement of intelligent technology, CNN-based recognition technology has been integrated into public English teaching in universities. This implementation contributes to enhancing teaching quality, nurturing students’ English proficiency, and holds significant educational and practical value. To address the issue of low traditional attendance efficiency in intelligent classrooms for public English teaching, a face recognition model based on CNN recognition technology has been developed. R-CNN is utilized for object detection, along with pyramid pooling and non-maximum suppression to acquire the optimal candidate region for face detection. Furthermore, K-Means clustering is combined to enhance Fast R-CNN, thereby improving detection accuracy. Experimental results demonstrated that among the three networks - Fast R-CNN, Faster R-CNN, and CNN -Faster R-CNN maintained a high recognition rate and exhibited faster convergence speed, showcasing superior overall performance. Specifically, at 500 iterations, the three networks require 23.7 seconds, 26.8 seconds, and 34.2 seconds, respectively. For facial expression recognition, Faster R-CNN achieved the highest recognition rate, indicating its exceptional detection efficiency and potential for aiding teaching management. This study offers novel technical support for public English teaching in intelligent university classrooms, effectively enhancing teaching efficacy and learning experiences. Its practical significance extends to promoting educational reform and improvement.

Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand

Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participant’s convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities.

Research on College English Teaching Mode in Art Colleges Under the Background of “Internet +”

Research on College English Teaching Mode in Art Colleges Under the Background of “Internet +”

Reform of College English Teaching Content in Engineering Colleges against the Background of New Engineering Education

In recent years, increasing attention has been paid to the development of new engineering education. College English, a compulsory course aimed at non-English majors in China’s universities, bears great responsibilities in training high-quality innovative engineering talent with an international perspective. After an examination of the current College English teaching content and an analysis of college students’ needs for English learning, the paper proposes three ways to reform the teaching content of College English in light of nurturing new engineering talent: integrating language and cultural knowledge with subject-specific knowledge, enhancing students’ ability of applying English in their professional domains, and emphasizing both humanistic education and professional competence in College English teaching.

Retraction Note: Research on effectiveness of college english blended teaching mode under small private online course based on machine learning

Retraction Note: Research on effectiveness of college english blended teaching mode under small private online course based on machine learning

Methods of Improving and Optimizing English Education Level in Higher Vocational Colleges Under the Background of Big Data

At present, the English skills of Chinese university graduates cannot meet the needs of social development. Therefore, in recent years, the reform of college English teaching has received unprecedented attention. This article proposes methods for improving vocational English education in the context of big data, including teacher development, curriculum design, teaching modes, teaching resources, and learning evaluation. It also explores and analyzes new models and means of vocational English teaching that are conducive to big data analysis. We adopted a blended learning model that combines large-scale online open courses and SPOC to reform traditional English teaching methods and plans, and studied the teaching effectiveness and feasibility of the blended learning model. The results indicate that it can improve the online course experience and teaching effectiveness. This study promotes the modernization and reform of vocational English education, which helps to enhance students' independent English learning ability and practical work ability.

Exploration of the Evolution of Teacher Roles and Professional Development Needs Among University English Instructors

The role of university English instructors has evolved significantly over the years, encompassing various aspects. This paper explores the evolution of the role of university English instructors and examines the current challenges and opportunities they face in today’s educational landscape. It delves into the multifaceted nature of their responsibilities and discusses the importance of continuous professional development to meet the evolving needs of students and the demands of the profession.

Research on the Integration and Practice Path of English Teaching and Eco-Environmental Protection Education Under the Concept of Empowerment

The fundamentals of solving ecological and environmental problems lie in the problems of education, awareness and quality. Strengthening environmental education for college students can enhance their environmental awareness and motivate them to protect the environment. This study outperforms GA-SVR, PSO-SVR, DE-SVR and SVR in assessing the quality of ecological environment and English teaching by establishing SSA-SVR model. The study shows that the SSA-SVR model has higher assessment precision and accuracy in assessing the quality of university English language teaching. The study provides new methods and tools for university English education and offers valuable insights and guidance for exploring the intersection of ecological conservation and English education. In addition, the study offers suggestions for improvement that can help us gain a more comprehensive and in-depth understanding of the actual effects of university students' participation in English teaching practices and provide more convincing conclusions and recommendations for practice.

Unveiling the professional identity construction of in-service university English language teachers: Evidence from Bangladesh

This study aims to investigate the construction of professional identity among Bangladeshi university English as a Foreign Language (EFL) teachers and its influence on classroom performance. Employing a qualitative case study approach, data were gathered through semi-structured interviews and classroom observations. Interviews were conducted with two Bangladeshi university teachers who have significant experience in EFL teaching. The interview questions were designed based on the language teachers’ identity formation model, focusing on factors relevant to foundational competences. Content analysis was employed to analyze the collected data and identify emergent themes. The findings indicate that proficiency in language skills, contextual knowledge, self-awareness, disciplinary knowledge, and classroom management skills play pivotal roles in reshaping the professional identities of Bangladeshi university EFL teachers. Classroom observations revealed the strategies employed by these teachers in language use, pedagogical approaches, and classroom management to construct their professional identities. Despite aspirations to conduct classes solely in English, teachers often resorted to using the students' mother tongue for better comprehension. Based on these findings, the study suggests a focus on diverse teacher education programs in Bangladesh to produce more proficient teachers.

Impact of Summative Assessment Outcomes on Formative Assessment Design in College English Education

Impact of Summative Assessment Outcomes on Formative Assessment Design in College English Education