College Foreign Language Teaching Research Articles

Research on the deepening application path of blended teaching mode in foreign language teaching in colleges and universities

The digital era has put forward higher requirements for the development of foreign language talents, and the blended teaching mode can precisely play to its advantages, integrate online and offline teaching resources, and cultivate high-quality foreign language talents. The project mainly adopts the questionnaire survey method, combined with the current status quo of foreign language education reform in colleges and universities, and researches the application of blended teaching mode in foreign language teaching in colleges and universities. It analyzes the current situation of the application of blended teaching mode in college foreign language teaching and the existing problems, concludes that strengthening the deepening application of blended teaching mode in college foreign language teaching can effectively improve the teaching effect, and puts forward improvement strategies for the current problems of blended teaching mode.

A study on the innovative model of foreign language teaching in universities using big data corpus

This paper aims to explore unsupervised cross-lingual word representation learning methods with the specific task of acquiring a bilingual translation lexicon on a monolingual corpus. Specifically, an unsupervised cross-lingual word representation co-training scheme based on different word embedding models is first designed and outperforms the baseline model. In this paper, we adeptly tackles the obstacles encountered in higher education foreign language teaching and underscores the necessity for inventive teaching methods, and design and implement a linear self-encoder-based principal component acquisition scheme for the interpoint mutual information matrix obtained from a monolingual corpus. And on top of this, a collaborative training scheme based on linear self-encoder for cross-language word representation is designed to improve the learning effect of cross-language word embedding. The results of the study show that the most obvious rise in the pre and post tests of the experimental class in the practical application of the foreign language teaching model based on the method of this paper is the word sense guessing, which rose by 23.12%. Sentence meaning comprehension increased by 23.39%, main idea by 16.61%, factual details by 15.47%, and inferential judgment by 10.28%. Thus, the feasibility of the unsupervised cross-linguistic word representation learning collaborative training method is further verified.

Research on the Application Status and Existing Problems of Network Platform in College Foreign Language Teaching

The popularization and application of the network teaching platform is an important part of the information construction of colleges and universities in the information technology era, and it is also the embodiment of the important role of educational practice technology in college education and teaching reform. The project adopts the questionnaire survey method, combined with the current situation of college foreign language education reform, and studies the application of network platform in college foreign language teaching. This paper analyzes the application status and existing problems of the network platform in college foreign language teaching, and draws the conclusion that only the deep integration of the network teaching platform and college foreign language teaching can effectively improve the teaching effect, and puts forward improvement strategies for the existing problems.

Challenges and Opportunities for Foreign Language Teachers in the Era of Artificial Intelligence

The emergence of large-scale language models such as ChatGPT has presented unprecedented challenges and opportunities in foreign language education. On one hand, artificial intelligence poses a disruptive crisis; on the other hand, it offers new educational insights, methodologies, and resources. Faced with these challenges and opportunities, university foreign language teachers must seize the opportunity to integrate intelligent technology into their teaching practices to enhance their teaching abilities and the quality of talent development. This study aims to investigate approaches for integrating artificial intelligence into foreign language teaching at the university level to improve teaching effectiveness and talent development outcomes. Through literature analysis and related research, the study identifies best practices and strategies for utilizing artificial intelligence in university foreign language education. The findings suggest that integrating artificial intelligence into foreign language teaching at the university level can significantly enhance teaching effectiveness and talent development. Thus, it is recommended that university foreign language teachers actively explore and implement artificial intelligence technology to enhance the quality of foreign language education and student talent development

A Review of Research on Chinese University Foreign Language Teachers’ Information Literacy

Information technology has been deeply integrated in and widely applied to various fields of society, including education. The continuous informatization of higher education means that university teachers will face new challenges of information technology. The requirements for a teacher’s information literacy imply a higher ability to teach with the aid of information technology. The connotation of information literacy and the improvement of information technology ability of foreign language teachers in Chinese universities have been deeply explored. This article reviews the previous research of the information literacy of foreign language teachers in Chinese universities, points out the limitations of the research, and makes some suggestions for further study.

Integrating Ideological and Political Education into Curriculum Development in the New Era: Perspectives from English as a Foreign Language Teaching in Universities of China<sup>*</sup>

Integrating Ideological and Political Education into Curriculum Development in the New Era: Perspectives from English as a Foreign Language Teaching in Universities of China<sup>*</sup>

FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY IN RUSSIA: IMPLEMENTATION EXPERIENCE AND DEVELOPMENT PROSPECTS

The article discusses the experience of organizing foreign language education in a non-linguistic Russian university. The author draws attention to the signifi cance of the influence of current socio-economic, political, methodological and individual factors on the pedagogical system under study. Key factors include integration processes, social and academic mobility, digitalization of various spheres of life, and the demand for English in society. The key changes in its structural components are described: target, content and technological. There is a differentiation of the goals of foreign language education at the bachelor’s and specialty/master’s levels, which require not only mastering the ability for oral and written foreign language communication, but also the ability to apply modern communication technologies in the target language. The modern educational space, which predetermines greater subjectivity of the student, and a clearer differentiation of goals and results determine the task of studying the claims, expectations and needs of foreign language students in a non-linguistic university, as well as updating the content of foreign language education in order to ensure that students can acquire personal experience in their future professional fi eld , and life activity in general. One of the innovative tasks of university foreign language teachers is the design and implementation of an interactive innovative educational environment. At the same time, it is necessary to recognize the need to study the didactic possibilities of interaction in the educational process with artifi cial intelligence. The results of the analysis of the presented experience made it possible to identify the specifi cs of the current state of the foreign language education system in a non-linguistic university and to identify promising directions for its further study in order to fi nd effective ways of management and timely transformation.

Application of Experiential Learning in College Foreign Language Teaching

Experiential learning is a new way of learning. In recent years, the research on experiential learning has been deepening, which has had a certain impact on the traditional teacher-centered teaching mode. As for subject education, language is a subject with strong situational application, and its educational model has also changed under the impact. The student-centered learning concept changes the original teaching. Compared with the traditional teaching mode, experiential learning has its unique innovation and many advantages but also has its limitations. In terms of application, languages are essential tools for cross-cultural interchange, so learning a foreign language is of great importance. However, the process of trying to master it has many challenges both for students and teachers. The integration of experiential learning into foreign language teaching has changed the role of teachers in the previous education system to some extent and also put forward new requirements for students. The starting point of this paper is based on the research status of experiential learning and the current situation of college foreign language teaching and analyzes the application of experiential learning in college foreign language teaching. This paper also introduces the advantages of experiential learning in foreign language teaching compared with the traditional mode, which are creating a language environment, stimulating students' learning initiative, and improving students' language application ability.

A Study on Blended Teaching Practice of Translation Courses Based on Curriculum Ideology and Politics

From the three elements of education goal system, curriculum ideological and political framework, and teaching activity design, a hybrid teaching model for translation courses is constructed from the perspective of curriculum ideological and political education at the theoretical level. Taking "Culture and Translation" as an example, the practice and effectiveness of the hybrid teaching model are studied. Exploring the methods and implementation paths of ideological and political education in translation courses for English majors in universities, in order to provide useful reference for ideological and political education in foreign language teaching in universities.

The Necessity and Feasibility of Blended Learning Mode in Foreign Language Teaching Practice

With the development of modern information technology, blended learning mode has become a new mode in foreign language teaching in universities, which can effectively solve some problems existing in traditional teaching modes. This article combines the necessity and feasibility study of blended learning mode in foreign language teaching practice, proposes the necessity and feasibility study of blended learning mode in foreign language teaching practice, provides some beneficial ideas for future foreign language teaching reform, and hopes to promote the improvement of foreign language teaching level in Chinese universities.

TEACHING ESP USING PROJECT-BASED LEARNING AT TECHNICAL UNIVERSITIES

This article discusses the general characteristics of the project-based approach to learning foreign languages. The possibility of interactive foreign language teaching in universities based on the model of independent student project work is studied. Con

Potential pitfalls of online foreign language teaching from the perspective of the university teachers

In the past two years during the COVID-19 pandemic, nearly all universities had to conduct the courses online, including foreign language learning (FLL) classes. Pre-COVID-19 research into the possibilities of digital FLL seemed very optimistic and promising; however, when real life brought the challenges of online classes, the situation was different. This research focuses on the experience of university foreign language teachers from the Czech Republic and Iraq with their online foreign language classes during the past two years. It attempts to analyse their experience and brings together all major issues and concerns they were able to realise. The methodology is qualitative and the number of participants was 42 university teachers from two countries where guided semi-structured interviews were conducted to collect data. The results clearly show that despite the overoptimistic earlier research – the respondents in both countries were very dissatisfied with the way the classes were conducted for various reasons, such as the lack of adequate training, insufficient methodologies for FLL, the lack of motivation in students, dramatically increased screen time of both students and teachers, etc. The most important suggestions call for an adequate methodology for online foreign language learning and necessary professional training so that the instructors are able to keep pace with unprecedentedly fast development in information technology used in various forms of digital learning.

Emergency remote teaching of foreign languages at Saudi universities: Teachers' reported challenges, coping strategies and training needs.

Though considerable research has been reported on COVID-19-related distance education, some dimensions of remote foreign language teaching experiences during the pandemic crisis remain to be explored. The study reported in this paper investigated Saudi university foreign language teachers' accumulated experiences and reflective beliefs of emergency remote instruction. The study focused specifically on: a) the general educational challenges the teachers encountered and their attempts to overcome them; b) the teachers' perceived difficulties in remotely teaching and assessing foreign language areas and their strategies for coping with them; and c) their reflective evaluation of remote foreign language teaching after doing it for three academic terms. Questionnaire data was collected from 112 teachers of Arabic and English as foreign languages, and semi-structured interviews were conducted with 14 teachers. The analysis of both data types showed that the participants had a number of general educational and language-teaching-specific challenges in their COVID-19-related remote teaching. The teachers generally viewed the remote assessment of language areas is a more challenging task than teaching them. Reading was rated as the least difficult language area to teach and assess remotely, whereas writing was the most difficult one. The teachers reported using various coping strategies to overcome the educational and language teaching-specific challenges. They perceived their remote teaching experiences positively, but reported their needs for further training in developing better online assessment methods, using different teaching platforms and technological tools, and managing classroom interactions. The paper ends by discussing the results of the study and their implications.

An Empirical Study of University Students’ Intercultural Communicative Competence

This study conducted a statistical analysis of the intercultural communication situation of university students in Zhaoqing University in Guangdong Province, China, in the hope of deepening the depth and breadth of research on intercultural communication, making up for the shortcomings of qualitative research, strengthening the intercultural communication teaching ability of university foreign language teachers, and expanding the reform of foreign language education.

FEEDBACK PRACTICES IN THE CONTEXT OF SYNCHRONOUS ESP DISTANCE LEARNING IN A NON-LANGUAGE UNIVERSITY UNDER MARTIAL LAW IN UKRAINE

The facts presented in the article indicate that the only possible form of mass education in Ukraine in war conditions is synchronous distance learning. An analysis of relevant modern foreign and domestic studies has shown that researchers consider feedback in the learning process as one of the central concepts in education, paying considerable attention to the characteristics of feedback forms, including the formative one, but the ways of its implementation in the process of synchronous distance learning have not been sufficiently studied. The authors' study proves that in synchronous distance learning of ESP on the ZOOM platform, formative feedback is possible under certain technical and didactic conditions. Formative feedback is possible and should occur at all stages of the ESP session. The article describes the practices of organizing effective formative feedback used by the authors of the study while teaching all types of speech activity: listening, speaking, reading and writing. Compared to offline learning, synchronous distance learning significantly increases the share of formative peer feedback, which contributes not only to the activation of the educational process, but also to the socialization of students. The study focuses on the fact that feedback is a two-way process that affects the performance of both the recipient of feedback and the one who gives it. The results of the study can be useful for both university foreign language teachers and school teachers.

Mutual Promotion between Language Skills and Critical Thinking Training in Business English Skill-based Courses

Critical thinking is commonly acknowledged as one of the primal abilities in a Business English graduates. The problem of “deficient critical thinking ability” in foreign language majors has long plagued professionals in college foreign language teaching. Skill-based language courses that constitute the majority of the English curriculum are the root. However, Business English major can effectively overcome the problem because of its advantages in integrating language-skill training into business-knowledge learning. Teachers of Business English skill courses should convert teaching philosophy and methods, and transform the skill-based courses into knowledge- and critical-thinking-oriented training courses. This will ultimately help realize mutual promotion of language capacities and critical thinking ability in Business English majors.

Internet Plus University and College Foreign Language Teaching Reform

The “Internet Plus” on-line plateforms provide many innovative approach to learning; but providing convenient college education on-line also poses many new challenges that have not been explored. Some of these educational challenges are explored in the development of an innovative foreign language teaching program in China Universities. Foreign language education networks can be designed on “Internet Plus” platforms to enhance teachers' teaching capabilities. Using "Internet Plus" plateforms is key to foreign language teaching reform in colleges and universities.

Status Quo of Foreign Language Teaching Based on Multimedia Equipment-assisted Teaching

Multimedia-assisted foreign language teaching could combine the features of text, sound, image and animation into one, which helps create a good language learning situation, maximize the motivation and initiative of students' learning and enhance the teaching efficiency. Multimedia equipment-assisted teaching is a teaching method that many foreign language teachers are exploring and trying. However, some front-line teachers still have a vague understanding of it and lack theoretical guidance. The situation of foreign language teaching is quite different from other forms of foreign language teaching. Foreign language teaching in most schools meets the needs of entrance examination to a large extent. As a result, university teachers began to take the road of multimedia-assisted teaching in foreign language teaching in universities, that is, to take the advantages of different schools of teaching methods, to remove the shortcomings of each school of teaching methods, and use multimedia equipment to assist teaching, exploring a teaching method that can not only adapt to the development of the times, but also effectively promote the improvement of college students' foreign language proficiency. Through the investigation of the application of multimedia-assisted teaching in foreign language teaching, it verified several problems in foreign language teaching, and designed the application of multimedia platform, so that multimedia equipment-assisted teaching can be reasonably used in foreign language teaching, and cultivate students' cross-cultural communication. At the same time, students should be motivated to participate actively in learning practice so as to improve the quality of foreign language teaching.

In-Depth Teaching Design of Integrating Moral Education into College Foreign Language Teaching

In-Depth Teaching Design of Integrating Moral Education into College Foreign Language Teaching

Research on Intercultural Teaching Model in College English Teaching

Along with the rapid development of the socialist modernization, intercultural communication has become a symbol in the age of global integration, for the inevitable trend of social development, language is a reflection of national culture, study the differences in value orientation and thinking under different cultural background, the transmission of ethnic after years of precipitation and different language structure, cultural differences, communication mode, etc., In college foreign language teaching, it is very important for teachers to guide students to understand the culture of different languages.