English Teaching Mode Research Articles (Page 1)

This study aims to explore an innovative English writing teaching model guided by cultural identity for universities in Inner Mongolia, addressing the issue of students’ “cultural aphasia” and enhancing their ability to express local culture effectively in English. Adopting a theoretical and practical approach, the research integrates the rich ethnic cultural resources of Inner Mongolia—such as grassland ecology, nomadic traditions, and literary arts—into the English writing curriculum. Key methods include restructuring teaching content, designing localized writing themes, incorporating cultural comparison and critical thinking, reforming evaluation mechanisms, and enhancing teachers’ cross-cultural literacy. The proposed model fosters students’ cultural subjectivity, improves their comprehensive language application skills, and strengthens their cultural confidence and cross-cultural communication abilities. The study concludes that this culturally responsive teaching model not only supports foreign language education reform in ethnic regions but also cultivates students’ patriotism and their capacity to disseminate Chinese and Inner Mongolian cultures globally.

This paper aims to explore the reform and practice of the college English teaching mode based on the Outcome-Based Education (OBE) concept. OBE is a student-centered approach that focuses on the desired outcomes of education. That is to say, OBE emphasizes the importance of learning outcomes and student-centered approaches. By reviewing relevant literature and conducting case studies, this paper discusses the principles and strategies of implementing OBE in college English teaching. The results show that the OBE-based teaching mode promotes students' language proficiency and self-directed learning abilities. Furthermore, this paper recommends the effective implementation of OBE in college English classrooms. The significance of implementing OBE in college English teaching will also be discussed in this paper, focusing on the key aspects: improvement in language proficiency, development of critical thinking skills, and enhancement of self-directed learning abilities. The paper also provides practical suggestions for implementing OBE in college English classrooms and the importance of language proficiency and how the Outcome-Based Education (OBE) approach can be applied to enhance language skills. It also discusses various strategies for improving language proficiency and the assessment methods used to measure language proficiency. It also discusses the challenges faced in implementing Outcome-Based Education (OBE) in college English teaching and provide effective solutions to overcome these challenges. However, its implementation in college English teaching poses several challenges. This paper will analyze these challenges and propose practical solutions to ensure successful implementation.

Against the backdrop of the increasing maturity of information technology, applying information technology in university public English teaching to create an online teaching model and combining it with the online teaching model to form a blended teaching model can give full play to the advantages of both online and offline teaching and meet the teaching needs. This is also an inevitable trend in the future development of university public English teaching. Based on this, this paper conducts research on the blended teaching mode of college public English. Firstly, it explores the construction method of the blended teaching mode, and then analyzes the application strategies of the blended teaching mode to promote its effective application. It is hoped that through the discussion in this article, it can provide certain references for other teachers.

The traditional English teaching mode has been finding it difficult to meet the training needs of compound English talents. This study builds a multimodal English teaching framework based on digital information technology, and creates an immersive language cognitive environment through virtual reality (VR) context reconstruction, artificial intelligence voice interaction system and big data-driven learning behavior analysis technology. The results show that: (1) the personalized learning path planning enabled by natural language processing (NLP) improves the vocabulary acquisition efficiency by 42%; (2) mixed reality (MR) technology can effectively enhance students’ pragmatic competence [Formula: see text]; (3) the research reveals the innovative value of digital twin technology in language proficiency assessment and federal learning framework in cross-border education data governance, providing a technical paradigm and empirical basis for building a Sino-English language education community in the intelligent era.

Nowadays, humanity has entered the era of “Internet +”. Digital technology has undergone rapid development and widespread application, greatly accelerating the pace of reform and development in the field of education in China. In this situation, college English teachers need to possess certain digital and intelligent education awareness and education capabilities, thereby providing more assistance for the digital transformation of higher education in China. To this end, this paper mainly explores the reform of higher education English teaching mode based on artificial intelligence capabilities, aiming to further promote the reform and development of higher education English teaching. It is for reference only.

From the cross-cultural communication, this study applies interactive educational psychology (a branch of educational psychology that focuses on student cognitive and cognitive interaction, emphasizing the promotion of ability development through two-way feedback) to the reform of the mobile English literature translation teaching mode. A translation ability development model is proposed, which is divided into cognitive and thinking skills. New teaching methods are designed and experiments are carried out. A total of 120 students majoring in English in a certain university were selected for the experiment and randomly divided into the intervention group (60 students) and the control group (60 students). The intervention period was 8 weeks (T1-T8 were the test time points from the 1st to the 8th week). The results showed that at T8, the innovative thinking (78.9 points), critical thinking (80.2 points), and decision-making thinking (79.8 points) of the intervention group were significantly higher than those of the control group, and their cognitive abilities (orientation, analysis, and evaluation) also improved significantly. This confirms that the mobile teaching model can effectively enhance students’ practical translation abilities.

This study focuses on the “learning-based teaching” English teaching model supported by educational big data and discusses its application effect, advantages, and disadvantages in practical teaching. This model can provide personalized teaching services based on students' learning data, effectively enhance students' learning interest and participation, and promote students' comprehensive English abilities. Especially for students with weak English foundations, this model shows remarkable counseling effects. However, this model also has some limitations, such as strong technical dependence and an increasing teachers' burden. Future research can further improve the design of teaching modes, explore more application scenarios, and combine artificial intelligence technology to achieve more intelligent and personalized teaching services.

This study focuses on the construction of the learner-centered teaching college English teaching mode under big data technology. Traditional college English teaching has issues, such as standardized teaching ignoring individual differences and lagging feedback. However, the development of big data technology offers opportunities for teaching reform. As shown through a comparative experimental verification of parallel classes of non-English majors in the class of 2022 at a certain university, this teaching mode had significant advantages in improving students' academic performance, optimizing learning behaviors, enhancing the use of learning strategies, and changing emotional attitudes. The study provided empirical evidence and a direction for the reform of college English teaching.

This paper reflected on the traditional lecture teaching method and proposed an alternative English translation teaching method based on 3D computer vision technology to increase student interest in translation, improve students' translation ability, and compensate for the shortcomings of traditional translation teaching methods. Through experimental research, this paper found that the interactive English translation teaching mode based on 3D computer vision technology was conducive to improving students' translation speed, translation accuracy, comprehensive competence, and the quality of translation teaching. The teacher's composite score was 7.8, and the student's composite score was 8.9. This showed that the interactive English translation teaching mode based on 3D computer vision technology is much more efficient than traditional teaching.

Under the tide of economic globalization, college English teaching should not only focus on the improvement of language ability, but also on the cultivation of students’ critical thinking ability. This paper takes the integration of language learning and critical thinking ability as the breakthrough point, explores the college English teaching mode under the background of the integration of the two, analyzes the current situation and disadvantages of the separation of the two in the current teaching, and puts forward the integration path from the aspects of curriculum design, teacher training, evaluation system, and so on. With the help of activities such as creating real language situations, carrying out debates and critical reading, it helps students strengthen the improvement of logical analysis and critical thinking ability in their gradual learning, realize the coordinated development of language learning and critical thinking ability, and cultivate compound talents with both language literacy and critical thinking ability for the society.

With the continuous development of information technology, English language teaching in basic education faces new opportunities and challenges. It is challenging to satisfy the demands of individualized learning and interactive communication with the current English teaching model, which has the issue of a gap between conventional instructional techniques and student requirements. To this end, this paper introduces the integration of information technology and education and teaching to explore innovative English language teaching models. By using multimedia, the Internet, and artificial intelligence technologies, a student-centered and highly interactive teaching platform is constructed to stimulate students' learning interest and improve learning outcomes. This paper specifically analyzes the application of information technology in English language teaching and proposes an innovative model based on intelligent auxiliary teaching, network resource sharing, data analysis, and feedback. The results show that the average class time of students in the experimental group is 16.2 hours, while the average class time of students in the control group is only 12.0 hours. After the integration of information technology, students' language application ability and autonomous learning ability have been significantly improved, classroom interactivity and learning outcomes have been effectively enhanced, and teachers' teaching quality and efficiency have also been improved.

The rapid development of the economy and society has accelerated the process of world economic integration. With the increasingly frequent international exchanges, society has higher and higher requirements for the cross-cultural communication ability of talents. The cross-cultural communication teaching of college English under the industry-education integration model is a new English teaching mode that closely combines industrial demands with education and teaching. This model emphasizes taking industrial demands as the orientation and cultivating students' practical cross-cultural communication skills as the goal. The organic connection between the education chain, talent chain, and industrial chain is realized through methods such as school-enterprise cooperation and work-study integration. Under globalization, this teaching mode is significant for cultivating high-quality applied talents with an international perspective and cross-cultural communication ability.

With the issuance of the "Senior High School English Curriculum Standards (2017 Edition)," there have been more changes and requirements for high school English reading instruction. Project-based learning, as a new teaching model, requires teachers to experiment with and adapt their reading instruction methods to improve the quality of reading education. This paper primarily focuses on senior high school English reading instruction based on project-based learning. The study first clarifies the issues and significance of this research and discusses its theoretical foundation; it then employs methods such as literature analysis, questionnaire surveys, and interviews to collect data, combining relevant theories to illustrate the advantages of project-based learning in senior high school English reading. Next, through field observations and student interviews, the paper analyzes existing problems in senior high school English reading instruction, identifies causes, and points out shortcomings: insufficient understanding of project-based learning by teachers; inadequate task design; low student participation; lack of active group collaboration. Finally, it proposes solutions and recommendations for addressing these issues and designs specific and practical teaching activities. The senior high school English reading instruction model based on project-based learning has five characteristics: purposefulness, authenticity, collaboration, practicality, and openness. Focusing on these five characteristics, the author elaborates on teaching strategies for high school English reading instruction based on project-based learning from four dimensions: enhancing teachers 'understanding of project-based learning; scientifically designing project-based learning tasks; establishing a reasonable evaluation mechanism; emphasizing post-class expansion to deepen project-based learning content; and strengthening group collaboration to improve the organization of project-based learning. Through the application of these teaching strategies, both teachers and students can participate in the entire process of the project, and conduct reverse reflection on the entire project. This not only enhances reading skills but also lays a solid foundation for the implementation of subsequent project-based learning content, achieving the expected teaching objectives. Moreover, the high school English reading instruction model based on project-based learning significantly impacts the cultivation of students' critical thinking abilities and autonomous learning capabilities, as well as their extracurricular comprehensive language practice skills, helping to foster good pragmatic awareness among students.

Optimization of English Teaching Mode in Colleges and Universities Based on Deep Learning in the Improvement of Intercultural Communication Skills

English language teaching has an urgent need for contextualization to develop students' comprehension of the language and practical language use. This paper examines the implementation strategies of context integration and application in English language teaching, including how educators can create authentic contexts, integrate cultural backgrounds, utilize multimedia technology to innovate teaching methods, and design interactive learning tasks. These strategies help to improve the traditional English language teaching mode and stimulate students' interest and motivation in learning. Their goal is focused on effectively improving students' practical and intercultural communication skills so that they can use English more freely in real communication scenarios in the future.

With the development of information technology, the drawbacks of traditional English education appear. The optimization of English resources, the implementation of English teaching mode these are urgent problems to be solved. Deep learning has a broad application prospect in education. In this paper, we construct a resource optimization model based on transformer, which mainly includes automated acquisition, analysis, integration, recommendation, and evaluation of teaching resources. After experimental verification, the model can significantly improve students’ English learning performance, and at the same time, improve students' overall satisfaction with English learning. Finally, we put forward some suggestions on the problems found in the experiment in terms of resource optimization, teaching model innovation, and English literacy improvement.

With the rapid development of information technology, science and technology has been deeply integrated into every link of English teaching, and has become an important means to improve the college English learning ability. The application of science and technology plays an important role in broadening learning channels, breaking through the limitation of time and space, realizing personalized learning and optimizing the monitoring of learning process, as well as promoting the reform of college English teaching mode. Colleges and universities should follow the trend of educational informatization, integrate high-quality teaching resources, build intelligent learning platforms, deeply apply artificial intelligence technology, construct virtual simulation environment, and apply mobile learning platform to improve the English learning ability of college students in multiple dimensions, and cultivate international compound talents.

With the acceleration of globalization and the deepening of China's opening up to the outside world, the importance of English as an international common language is becoming more and more prominent. As an important part of higher education, the teaching quality of university English is directly related to the cultivation of students' English application ability. However, the traditional teaching mode of university English is often teacher-centered, focusing on the transmission of language knowledge and neglecting the cultivation of students' language application ability and independent learning ability. Therefore, it is particularly important to explore a more efficient and interactive teaching mode. This study aims to explore the application of interactive language teaching and its effects in college English classrooms, with a view to providing reference for the reform of college English teaching.

This study investigates the application of biomechanics-inspired principles to optimize classroom interaction models in business English education, with a focus on the interplay between physiological dynamics and learning performance. By integrating biomechanical frameworks for analyzing human physiological responses, and cardiovascular adaptability, this research establishes a data-driven teaching model to enhance educational outcomes. Using experimental research methods, 120 business English majors from a university were studied over a 16-week teaching experiment to systematically analyze the biomechanical correlates of learning efficiency and classroom engagement. The research found that the biomechanics-informed teaching model significantly improved students’ physiological adaptability and cognitive performance. The experimental group showed improvements in attention levels (α-wave energy values) from 10.2 ± 2.3 μV to 12.6 ± 2.1 μV, stress indices decreased from 7.8 ± 1.2 to 5.2 ± 0.9, and heart rate variability (HRV) SDNN values increased from 42.3 ± 8.5 ms to 54.6 ± 7.8 ms. In terms of classroom interaction quality, the proportion of quality interactions increased from 35.6 ± 4.8% to 68.4 ± 5.2%. Regarding business English competency development, the experimental group’s business communication skills improved from 71.3 ± 7.8 to 87.6 ± 6.5 points (an improvement rate of 2.9%), while cross-cultural business competency increased from 72.1 ± 7.6 to 88.2 ± 6.3 points (an improvement rate of 22.3%). The results indicate that the biological data-driven teaching model can effectively optimize classroom interaction quality and enhance business English teaching effectiveness. By treating learning interactions as a biomechanical system governed by energy expenditure, stress-strain balance, and adaptive feedback loops, we provide a novel paradigm for understanding and improving pedagogical efficacy. The results highlight the potential of biomechanics to bridge educational technology and human performance science, offering actionable strategies for curriculum design and teacher training. This innovative model provides new insights and methods for business English teaching reform while offering practical references for educational technology innovation.

With the acceleration of globalization and the rapid development of information technology, the status of English as an international common language is becoming more and more prominent. As an important way to cultivate students' English application ability in the workplace, Practical English courses must keep pace with the times and constantly innovate the teaching mode and methods. The purpose of this paper is to explore the deep integration of information technology and practical English course teaching, analyze the current problems of practical English course teaching, put forward the innovative strategy of practical English course teaching mode based on information technology, and verify its effectiveness through practice cases, with a view to providing reference for the teaching reform of practical English course.