College English Research Articles

Utilizing Baidu Index Data to Investigate the Spatiotemporal Characteristics of Public Concern towards Lifelong Education

Background and purpose: With the advancement of Industry 4.0 and the vigorous development of the Internet, search engines have become one of the important platforms for the public to obtain information. As the world's largest Chinese search engine, Baidu is widely popular with the Chinese public. Similar to Google Trends, the Baidu Index is one of the most important databases on the Internet and even in the entire data age. This study adopted the Baidu Index to investigate the public's attention to "Lifelong Education" and analyze its changing trend and geographical distribution, to grasp the public's attention to it in a more comprehensive way. Materials and methods: The Baidu Index was used to obtain the attention of the keyword “Lifelong Education" from July to November 2023. The characteristics of attention are analyzed from three aspects: trend research, demand graph, and user portrait. Finally, it focuses on the comparison between the keyword "Lifelong Education" and the related word "Lifelong Education Platform". Results: The term "Lifelong Education" showed two fluctuations during the period, both of which showed an initial rise and then a decline. For the demand graph, the public pays the most attention to "Lifelong Education Platform", "Lifelong Learning" and "Compulsory Education". The group that pays more attention to "Lifelong Education" is mainly distributed in East China, mostly female, 20~29 years old. Conclusion: Similar to Google Trends, the Baidu Index is a useful tool to study the trend of keyword searches, insight into the change in netizens' demand and monitoring the trend of media public opinion. The results show that the main reasons for the two obvious changes in search volume are that the National Open University of China opens freely lifelong education platform and provides free and comprehensive learning resources, and "Lifelong Education" appears as a translation in the National College English Test Band 4 (CET-4) in June 2023.

A Study on the Path of AI Empowering College English Teaching

This paper explores the potential paths for integrating Artificial Intelligence (AI) into college English teaching, aiming to enhance teaching methodologies, personalize learning experiences, and ultimately improve student outcomes. By examining current trends and practices, the study outlines ten key strategies for effectively leveraging AI in college English classrooms. Through a comprehensive review of literature and case studies, this paper illustrates the benefits and challenges of AI integration and proposes a roadmap for its successful implementation.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

Promoting Language Learning and Social Inclusion in British and Irish Language Centres

As part of an integrated approach to promoting quality education, diverse linguistic and cultural backgrounds as well as inclusive modalities must be considered as key indicators and be incorporated into educational programs (Council of Europe, 2020). This paper investigates how British and Irish University Language Centres present their services, facilities, and language courses to university students and the community in general. The main focus of this study is to understand which factors University Language Centres are emphasizing to foster “inward” and “outward” inclusive education for an effective participation in society. For this purpose, the content and language of a corpus of University Language Centre websites are examined in order to understand how universities are working towards a more multilingual, inclusive, and integrated community. In particular, the data collected refer to specific issues which signal the openness of the centres to welcome diversity and provide learners with the skills and tools to enter a new and more respectful world. As part of the study, we explore the way facilities for students with learning differences and sign language courses are signposted in the context of a broader integration (Heslinga & Nevenglosky, 2012).

Research on Innovation in College English Teaching Based on Ideological and Political Education Integration

With the acceleration of globalization and the deepening of higher education reforms in China, the importance of college English teaching has become increasingly prominent. However, traditional English teaching models often neglect the significance of ideological and political education. To address this issue, the concept of ideological and political education (known as "curriculum ideology and politics") has gradually been integrated into college English teaching, aiming to enhance students' overall competence through the organic combination of course content and ideological elements. This study analyzes the current status of curriculum ideology and politics in college English teaching, explores its feasibility and necessity, and reveals issues such as the theoretical and practical contradictions and insufficient teaching resources present in current teaching practices. Based on these challenges, this paper proposes innovative strategies for integrating ideological and political elements into English teaching, including the integration of ideological elements and the innovation of teaching methods, with the aim of providing theoretical support and practical guidance for the reform and development of college English teaching.

Research on the application of cultural communication teaching in college English class

This study explores the application of cultural communication method in English classroom teaching, aiming at improving students' intercultural communication ability and English language skills. The cultural communication approach emphasizes the key role of culture in language learning and helps students better understand and use English by teaching cultural background, social etiquette and rules of language use. Through practical application of CIT, this study examines its effectiveness in English teaching and explores students' feedback. The results show that CIT can help improve students' cultural sensitivity and communicative competence, and also promote the improvement of English language skills.

Preliminary Research on Generative AI Technology in the Context of Ideological and Political Education in University English Courses

Preliminary Research on Generative AI Technology in the Context of Ideological and Political Education in University English Courses

Development of phonetic skills of students in teaching English in a non-linguistic university

Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.

Enhancing University English Teaching through Mobile Interactive Applications from an Educational Technology Perspective

In the context of globalization and rapid advancements in information technology (IT), the application of educational technology in higher education has become increasingly prevalent. Particularly in university English teaching, mobile interactive applications have emerged as a significant teaching model. These applications transcend the constraints of time and space, providing students with a flexible learning environment that promotes interaction between teachers and students, thereby enhancing learning outcomes. However, existing research has primarily focused on the technological development and effectiveness evaluation of mobile interactive applications, neglecting the impact of student interaction and trust on learning outcomes. Additionally, there is a lack of dynamism and personalization in the recommendation of educational resources and study partners. This study constructs global and local dynamic trust models for mobile interactions, calculates trustworthiness based on mobile interactive behaviors, and integrates mobile interaction trust relationships and behaviors with a dynamic English recommendation algorithm, thereby providing a new theoretical framework and a practical approach for university English teaching, aiming to enhance the teaching effectiveness and improve students’ learning experiences.

The AI Assessment Scale (AIAS) in action: A pilot implementation of GenAI-supported assessment

The rapid adoption of generative artificial intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. As a result, assessment reform has become a pressing topic in the GenAI era. This paper presents the findings of a pilot study conducted at British University Vietnam exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from “no AI” to “full AI,” enabling educators to design assessments that focus on areas requiring human input and critical thinking. The pilot study results indicate a significant reduction in academic misconduct cases related to GenAI and enhanced student engagement with GenAI technology. The AIAS facilitated a shift in pedagogical practices, with faculty members incorporating GenAI tools into their modules and students producing innovative multimodal submissions. The findings suggest that the AIAS can support the effective integration of GenAI in higher education, promoting academic integrity while leveraging technology’s potential to enhance learning experiences. Implications for practice or policy: Higher education institutions should adopt flexible frameworks like the AIAS to guide ethical integration of GenAI into assessment practices. Educators should design assessments that leverage GenAI capabilities, while supporting critical thinking and human input. Institutional policies related to GenAI should be developed in consultation with stakeholders and regularly updated to keep pace with technological advancements. Policymakers should prioritise research funding into the impacts of GenAI on higher education to inform evidence-based practices.

Teacher Support as Predictor of Student Engagement in College English Course in Selected HEIS in China

This study adopted quantitative method to investigate the predictive role of teacher support in student engagement in College English courses at selected universities in China. The study population consisted a sample size of 379 students and 124 teachers, and assessed the level of teacher support in terms of emotional, academic, and instrumental support, as well as behavioral, emotional, and cognitive aspects of student engagement. Through Mann-Whitney U test and multiple linear regression analysis, the study revealed the teacher-student differences in perceptions of teacher support and student engagement and also the predictive role of teacher support on student engagement, with implications for enhancing educational practices. The study revealed that both teachers and students rated teacher support positively in terms of emotional, academic, and instrumental support, with slight differences. There was no significant difference between teacher and student assessments of overall teacher support, though students rated emotional support higher. However, a significant difference was found in the assessment of student engagement, where students rated their engagement—especially emotional engagement—higher than teachers. Also, it was found that academic and instrumental support were significant predictors of student engagement, with academic support having the strongest impact. Based on these findings, a teacher support program is proposed to enhance student engagement in College English classes. The findings of this study have implications for teacher professional development in higher education. It highlights the importance of teacher support, especially academic and instrumental support, teachers towards boosting student engagement in College English class. Schools should prioritize ongoing training that helps teachers better understand and meet students’ academic and emotional needs, while also improving their ability to provide practical instrumental support. Professional development programs that strengthen and improve these areas can enhance teaching effectiveness, reduce discrepancies in student engagement perceptions, and ultimately improve student academic performance in College English classes in China.

Research on the Evaluation of College English Teaching Based on Data Mining Technology From the Perspective of “Internet Plus Education”

This paper explores using data mining in English teaching assessment in higher education within the 'Internet + Education' era. Traditional assessment methods struggle to meet modern teaching needs. By collecting diverse data like student performance and learning behavior, and employing data mining, a comprehensive assessment model is built. This model tracks student progress, uncovers data patterns, and offers personalized teaching guidance. Empirical analysis validates the model's feasibility, enabling colleges to better understand English teaching quality and adjust methods accordingly. In essence, this study offers a novel approach to assessment and contributes to education digitization and teaching enhancement.

Research on the Impact of Geographical Environment on English Learning Based on Machine Learning

College English course is an important basic course in colleges and universities. The purpose of this study is to better understand the influence mechanism of geographical environment on English learning and provide scientific basis for formulating targeted English education policies. This study uses the method of machine learning to analyze the collected data and explore the influence of geographical environment on college students' English learning. This study constructs a comprehensive data set including students' English learning achievements, academic background and geographical location, and obtains the results through computer model analysis. The results show that geographical environment has an influence on college English learning, which will lead to differences in students' English learning achievements. This study suggests that geographical factors should be considered when formulating English education policies. This study is of great significance to promoting the development of English education and improving students' learning effect.

Research on Blended Teaching of College English Writing Based on 'POA' Theory Under the Background of Big Data

This paper discusses the application value of the writing teaching mode combined with the mixed teaching mode in college English writing teaching against the background of big data. Focusing on production-oriented approach (POA) theory, this paper proposes a mixed learning writing model for English teaching and applies the POA mixed learning English writing teaching model to practical teaching by using the cloud classroom platform, collecting students' big data, and analyzing students' seriousness, classroom participation, satisfaction, and English writing performance. Although the overall student engagement is not high, their classroom satisfaction is very high. Research shows that after the teacher adjusted the lesson plan and encouraged students to participate more in class interactions, their scores improved in the second exam but declined in the third exam . The levels of engagement, participation, and satisfaction have significantly decreased across all grades. The POA combined with the blended learning mode has a great application value in practical teaching in the era of big data.

The Ecological Tutoring System Construction Path of College English Writing Open Course Teaching with Intelligent CAD

The Ecological Tutoring System Construction Path of College English Writing Open Course Teaching with Intelligent CAD

The New (White) Normal: Human Anatomy and the Naturalisation of White Bodies in British University Teaching, 1860–1910

Summary The discipline of human anatomy has often been overlooked in histories of race science in favour of comparative anatomy, anthropology, ethnography and statistics. However, understanding the historical relationship between human anatomy and race science is particularly important because of the discipline’s central role, unlike its sister disciplines, in medical education. This article begins to redress this oversight, demonstrating that human anatomy played a key role in the development of nineteenth-century race science in Britain. This article considers three main elements of ideas about racial anatomical difference: the language of racial hierarchy, anatomists’ location of racial difference within the body and the perpetuation of these ideas over time. In so doing, I argue that research into racial difference was demonstrably anatomical during the late nineteenth century, playing a key role in British anatomists’ discipline-building processes, and that these ideas were present within the classroom, influencing generations of medical students.

Perceived employability of international doctoral students in the UK: applying Bronfenbrenner’s ecological systems theory

ABSTRACT The quality of the UK’s doctorate training system plays a fundamental role in fostering vibrant research outputs and attracting global talent. However, while maintaining a consistently high standard of quality remains static and challenging, little is known about how the employability of international doctorate students is shaped and at what juncture it is opportune to support their employability during their research studies. This paper aims to understand the employability of international doctoral students within business schools at British universities, drawing on Urie Bronfenbrenner’s ecological systems theory as a framework. The qualitative study involves 15 international doctoral students from 9 business schools. The findings uncover various environmental systems impacting their employability. In addition, this study theoretically extends employability research by applying Bronfenbrenner’s ecological systems theory to provide a multi-layered understanding of international doctorate employability, offering a novel framework for targeted career support interventions. Further, the implications highlight the urgent need for tailored support to build industrial connections, promote departmental collaboration to scaffold a dynamic research environment, proffer multiple resource channels, and create employment opportunities both inside and outside of the university.

A A corpus-based study on the use of cohesive devices in the lesson plans of pre-service teachers

This study explores the use of cohesive devices in lesson plans (LPs) prepared by pre-service teachers across various subjects, specifically focusing on English, Math, and Biology majorships in a state university in the Philippines. The research highlights the prevalent use of personal references among English pre-service teachers, who favor the word "you" for its role in maintaining a second- and third-person perspective. In contrast, Math and Biology pre-service teachers predominantly employ nominal substitutions and conjunctions to enhance coherence in their LPs. The study also notes the absence of ellipsis in the analyzed LPs and identifies the predominant use of nominal substitution and extension conjunctions across subjects. By comparing the frequency and types of cohesive devices used, the research underscores the variations in linguistic strategies employed by pre-service teachers of different disciplines. The findings suggest a need for greater awareness and training on the effective use of cohesive devices to improve lesson planning and instructional clarity.

English as a Lingua Franca: intercultural interaction in the context of Asian ‘third space’

ABSTRACT Many studies on English as a Lingua Franca (ELF) primarily focus on English for communication among speakers without English as their first language and recently emphasized intercultural communication within interactions. Nevertheless, the predominant emphasis remains primarily linguistic, concentrating on, for example, grammar or lexis. We complement this research, presenting vignettes arguing for shifting how ELF is understood, approached, and taught; advocating its recognition primarily as intercultural interaction, yet retaining linguistic aspects. Vignettes from ELF interactions in a Thai University English Conversation Club illustrate diverse and complex language practices. We show, through ELF interactions in this ‘Third Space’, how speakers of different Asian languages prioritize intercultural communication whilst retaining focus on English language accuracy. We discuss the advantages, possibilities, and implications of reorienting our perception of ELF interactions in this manner for students, instructors and researchers of Asian Englishes and Englishes worldwide.

Exploring the Use of Generative AI in Student-Produced EFL Podcasts: A Qualitative Study

The rapid advancement of Artificial intelligence (AI) technologies has made new opportunities available in language education. This qualitative study investigates using generative AI tools by university English as a Foreign Language (EFL) students to create podcasts for language learning. The research was based on 80 undergraduate students who responded to open-ended questions about using Generative AI-based technologies in different podcast aspects, from writing the script to generating ideas and editing the content. Our thematic analysis of the responses showed that generative AI could act as a creative collaborator in podcast production, improving the quality of spoken language and speeding up production. However, the results also exposed immense areas where the tools could have more cultural context. It raised important questions about the ethics of authorship and data protection and the continued necessity for human input and oversight. This study has two implications: firstly, it suggests the possible benefits of adding Generative AI into student-driven EFL podcast projects and, secondly, the folding mode to max out each other. These results have important implications for educators and researchers designing practical, ethical AI applications for language learning. The paper concludes with suggestions for further research and practical advice for how the results of this study might impact EFL teaching practices in an age where AI technologies are advancing rapidly.