College English Teaching Research Articles

Digital Competence and Anxiety in Thai University English Education: Impacts on Teachers and Students

This study explored the levels of digital competence and digital anxiety among 25 teachers and 40 students in a Thai university, examining their relationship and impact on digital identities and the quality of online English language education. Guided by Complexity Theory, a mixed-methods approach was adopted, combining quantitative questionnaires with qualitative semi-structured interviews and focus-group discussions. Results indicated significant differences in digital competence and anxiety across generational and academic groups. Younger teachers and senior students showed higher digital competence and lower digital anxiety. Additionally, a significant negative correlation between digital competence and anxiety was observed, suggesting that higher digital competence reduces anxiety. Thematic analysis further revealed that higher digital competence promotes cohesive and confident digital identities, while higher anxiety contributed to fragmented identities. These findings emphasize the importance of enhancing digital literacy and providing psychological support to improve educational outcomes. The study advocates for comprehensive digital literacy programs tailored to different generational and academic groups. Future research should involve larger, more diverse samples, consider additional variables, and explore strategies to enhance digital competence and reduce anxiety. This research offers insights into the complex interplay between digital competence, anxiety, and identity in educational contexts.

Study of Artificial Intelligence-Assisted English Oral Teaching

This study investigates and practices the auxiliary role of Artificial Intelligence (AI) technology, especially Large Language Models (LLM) and Text-to-Speech (TTS) technology, in English oral teaching. In the study, an AI-based LLM oral dialogue platform was constructed to replace teachers for one-on-one interactive training with students. It has been applied in college English teaching in various universities, and teaching data has been collected and analyzed in real-time. The effectiveness of AI technology in assisting college English oral teaching was evaluated, and the role of AI technology application in improving students' oral skills was explored. We conducted comparative analysis on indicators such as the speaking sentence length, speech rate, and combined with questionnaires from students, we surveyed the practical effects of AI oral teaching. The study shows that AI-assisted dialogue training has a significant positive effect on college English oral skills, and we have also proposed corresponding teaching strategies and suggestions.

Research on the Types and Influencing Factors of English Learning Motivation among English Major Undergraduates: A Case Study of Third-Year Students at a University in East China

English learning motivation significantly impacts learning efficiency. This study empirically investigates the learning motivations of 41 third-year English major students through a questionnaire survey conducted at a university in East China. The findings reveal that the learning motivations of English major undergraduates can be categorized into four types: personal interests, future development, experiential background, and social responsibility. Core factors influencing the types of learning motivation include students' personal cultural interests and their academic and career planning. Additionally, learning motivation is influenced by learning experiences, family environments, and social contexts. This research suggests that university English teachers should adopt a student-centered approach to tailor their teaching methods, thereby assisting students in establishing long-term, profound learning motivations. Furthermore, it encourages universities to implement social practice activities aimed at promoting intercultural communication.

Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out?

Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed.

A Bibliometric Analysis of The Production-Oriented Approach in College English in China from 2015 to 2024

This paper studies the temporal distribution, author collaboration, research hotspots, theme clustering, and research changes and trends based on 516 CNKI literature in the field of Production-Oriented Approach (POA) for college English in China from 2015 to 2024. It reveals that research on the Production-Oriented Approach for College English in China from 2015 to 2024 can be divided into the Initial Fast Exploration Stage (2015–2017), Fast Development Stage (2018–2021), and Sustainable Development Stage (2022–2024). High-frequency keywords such as college English teaching, college English writing, blended teaching, teaching assessment, etc. are hotspots for current scholars' attention. The themes of research on the POA of college English in China mainly include teaching practice and application of the Production-Oriented Approach, exploration of the Production-Oriented Approach teaching model and design, and teaching assessment of the POA. “Teaching Reform,” “Blended Teaching," and “Teacher-Student Collaborative Assessment” are the current research frontier issues in the development of a Production-Oriented Approach for college English in China. Overall, the POA represents a significant advancement in China's college English teaching field. Its emphasis on integrating language learning with practical application and whole-person education addresses many of the shortcomings of traditional college English language teaching. To improve teaching development in the reform of POA for college English and to better prepare Chinese students for international communication, future research should prioritize themes such as investigating how digital tools and online platforms in education can enhance the implementation of POA and innovative approaches to teacher education that align with POA principles.

Research on Innovative Modes of College English Teaching Based on Data Mining and Intelligent CAI

Research on Innovative Modes of College English Teaching Based on Data Mining and Intelligent CAI

Transformation of English Education in the Digital Era: A New Paradigm for Holistic Development

This paper explores the transformation of college English education in the digital era, proposing a new paradigm for holistic development. Information technology is driving educational reform, and government policies are facilitating its modernization and digitalization. College English education must evolve to cultivate students' practical application abilities, as current teaching models have limitations. The new paradigm for holistic development emphasizes the comprehensive cultivation of student abilities, including the integration of interdisciplinary knowledge as a core element. The transformation requires top-level policy guidance, needs analysis, curriculum design innovation, teaching model innovation, practical-focused instructional design, addressing implementation challenges, and innovative assessment methods. These initiatives can drive the transformation of English education, foster the development of well-rounded talents, modernize education, and lay the foundation for national progress.

A Study on College English Teaching Reform of Ideological and Political Education in the Curriculum to Improve Undergraduates’ Intercultural Communicative Competence

Traditional college English classes pay more attention to students’ language knowledge and skills, but not enough attention to their intercultural communicative competence, which makes many students unable to effectively carry out intercultural communicative and exchange. From the perspective of ideological and political education in the curriculum, this paper discusses how to integrate this concept into college English teaching design organically, and how to adopt educational drama mode to make innovative attempts on existing college English classroom activities, so as to help students better understand Chinese and Western cultures, guide them to correctly view cultural differences, and cultivate their intercultural awareness and ability.

An Empirical Study on Online and Offline Blended Teaching Mode of College English Reading Teaching

Online and offline blended teaching mode is a new teaching mode which is in line with the needs of college English teaching reform and can effectively stimulate students’ interest in English learning. In college Engligh teaching, the improvement of reading ability is crucial for students to acquire knowledge. Moreover, English reading ability is the premise of developing other language skills. College English reading teaching has achieved a certain success at present, but there are still a lot of problems. For some students, their reading ability is still low, and their analytical ability is poor, which are not conducive to improve students’ listening, speaking, writing and translation abilities. Due to these problems, with the guidance of production-oriented approach (POA), this paper makes an empirical study on online and offline blended teaching mode of college English reading teaching for non-English majors in our university by means of data analysis and questionnaire survey. This paper tries to explore the following questions: 1) Whether online and offline blended teaching mode can improve English reading ability of non-English majors? 2) Does online and offline blended teaching mode affect students’ learning motivation, learning attitude and learning behavior? 3) What are the advantages of online and offline blended teaching mode? Through the study, it is found that online and offline blended teaching mode of college English reading teaching can effectively stimulate students’ interest in English learning and improve their English academic performance. On the other hand, it is also found that online and offline blended teaching mode has higher requirements for teachers’ teaching ability. This study has practical significance for improving online and offline blended teaching mode of college English reading teaching and enhancing the reading ability of non-English majors.

Exploring the Integration Path of Excellent Traditional Chinese Culture in College English Teaching

Exploring the Integration Path of Excellent Traditional Chinese Culture in College English Teaching

Integrating Course and Certificate Teaching: Practical Exploration of Enhancing English Vocational Skills under the “1+X” Certificate System

This article explores the implementation path of the “1+X” certificate system in vocational college English teaching, specifically how to integrate VETS (Vocational English Test System) level examination teaching with daily teaching. The article analyzes the current situation and dilemmas of course-certificate integration teaching, including the separation of teaching content, the lack of practical ability among teachers and the absence of a unified teaching plan. Subsequently, it proposes the characteristics and design ideas of course-certificate integration teaching, emphasizing the role of the course in cultivating compound talents. A specific case demonstrates how to integrate “Advanced International English for Vocational Colleges” with the VETS primary tutorial to enhance students’ language skills, vocational skills and international perspective and shape the correct professional concepts.

Approaches to Communicate China Stories well in College English Teaching

At the 20th CPC National Congress, Xi Jinping proposed to build cultural confidence and strength, and secure new successes in developing socialist culture. As English is an international language, it is very important to tell the story of China and convey the voice of China. It is crucial to integrate communicate the China stories well into college English classroom teaching. It is worth thinking about how to solve the problems of students lack of cultural self-confidence and poor oral English ability, poor quality of teaching materials and some teachers lack of understanding of China culture. This paper will analyze the shortcomings and countermeasures of telling Chinese stories in English classroom teaching in colleges and universities, hoping to provide feasible reference for the current English classroom teaching reform in colleges and universities.

College English Education and the Cultivation of College Students Innovation and Entrepreneurship Ability

This paper focuses on the relationship between college English education and the cultivation of college students innovation and entrepreneurship ability, analyzes the problems and difficulties faced by college students in the process of innovation and entrepreneurship, and puts forward the corresponding solution strategies. College English education has unique advantages in cultivating students innovative and critical thinking ability, broadening their international vision and enhancing cross-cultural communication ability, and plays an important guiding role in promoting the innovation and entrepreneurship of college students. At the same time, this paper also emphasizes the positive role that colleges and universities should play in innovation and entrepreneurship education, including reforming the curriculum system, strengthening the construction of teaching staff, and creating an atmosphere for innovation and entrepreneurship.

Analysing the Necessity and Feasibility of English Teaching Reform in Colleges and Universities in the Context of Internationalisation

Under the background of global integration, in order to help college students better understand the world dynamics, grasp the pulse of the times, and communicate and dialogue with the world effectively, it is a general trend to carry out international education reform in college teaching. And English, as a language subject, is also the leader and promoter of international education reform. This paper discusses the necessity and feasibility of reforming English teaching in colleges and universities, aiming to promote the deepening reform of internationalisation of education, curriculum and teaching staff in colleges and universities.

The Exploration and Innovation of Social Demand-oriented Vocational College English Education

An important part of undergraduate education is to enhance students employability and provide strong support for deepening talent education. Therefore, this paper analyzes the advantages of social demand-oriented English teaching for vocational undergraduates, puts forward the breakthrough point of college English teaching for vocational undergraduates, focuses on exploring the teaching plan of college English education for vocational undergraduates guided by social needs, strengthens the integration of educational resources, and innovates the teaching model.

The Influence of Individual Differences in College English Dialogue Teaching

This study analyzed the impact of individual differences among students on college English conversation teaching and proposed corresponding teaching strategies. Research suggests that differences in students' language abilities, personalities, and learning styles may have a positive or negative impact on teaching. Through literature review and case analysis, the paper explores the specific impacts of these differences and proposes strategies such as personalized teaching, emotional teaching, and group collaboration to enhance teaching effectiveness. The study emphasizes the importance of teachers in adapting to individual differences among students and provides guidance for educational practitioners.

Application and Exploration of Pragmatics Theory in College English Teaching

With the acceleration of globalization, the importance of English as an international lingua franca is increasingly prominent. This paper first provides an overview of pragmatics theory, including its definition, core theories, and its relationship with English teaching. It then focuses on the application of pragmatics theory in college English classroom teaching, teaching material design, and teacher training, and evaluates its effectiveness. Additionally, this paper explores the challenges faced in the application of pragmatics theory, such as the integration of theory and practice, insufficient understanding and mastery by teachers, and students' acceptance and adaptation issues. Corresponding improvement suggestions are also proposed. Through this study, the aim is to provide theoretical support and practical guidance for improving the effectiveness of college English teaching.

Task-Based Teaching Mode in College English Teaching

With the acceleration of globalization, college English teaching faces the challenge of cultivating students' comprehensive language skills and cross-cultural communication abilities. Task-based language teaching (TBLT), as a student-centered teaching mode, promotes the use of language in real and meaningful contexts through the design of authentic tasks. This study aims to explore the application and effectiveness of task-based teaching modes in college English teaching. Through literature review, teaching practice, and effect evaluation, the study finds that TBLT significantly improves students' language proficiency, motivates learning, and enhances autonomous learning capabilities. This research provides new ideas and practical guidance for the improvement of college English teaching.

Strategies for Motivating Students in College English Classroom Teaching

In the context of increasing globalization, the quality of English teaching, as an international lingua franca, directly affects students' overall quality and international competitiveness. By analyzing the current state of college English classroom teaching, this paper explores effective strategies to motivate students and evaluates the implementation effects of these strategies. The study finds that establishing good teacher-student relationships, applying diverse teaching methods, creating engaging classroom environments, providing effective learning feedback, and utilizing multimedia technologies and resources can significantly enhance students' motivation and learning outcomes. This research provides theoretical support and practical guidance for the reform of college English teaching.

Exploration of Effective Integration Paths of Ideological and Political Education in Vocational College English Teaching

With the acceleration of globalization and the increasing demand for high-quality technical and skilled talents, the integration of vocational college English teaching and ideological and political education has become a key focus of current educational reform. This paper explores the theoretical basis, necessity, and feasibility of integrating ideological and political education into vocational college English teaching. It proposes effective integration paths such as optimizing curriculum design and teaching content, innovating teaching methods and approaches, enhancing teacher training and professional development, and improving student evaluation and feedback mechanisms. Through the analysis of these paths, the aim is to improve the quality of vocational college English teaching, cultivate students' comprehensive qualities and professional abilities, and promote their all-round development.