Research on college English teaching model based on computer network technology

Strengthening practical English teaching to improve college students' comprehensive English ability

In order to realize the reliability evaluation of college students’ mental health quality, a model of college students’ mental health quality evaluation based on computational intelligence is proposed. The mutual information quantity is used as the benchmark parameter to measure the interaction between the two variables of college students’ mental health quality. The greedy algorithm to find the best feature subset for college students’ mental health quality assessment is designed. The feature sequence sampling and the reassembly model of college students’ mental health quality is constructed. The reliability assessment and nonparametric quantitative feature estimation are carried out, so as to complete the quantitative analysis and assessment of college students’ mental health quality. The test results show that this method has a high confidence level and good reliability. The evaluation results can accurately reflect the depression, stress, anxiety, and other emotions related to college students’ mental health, and have a good effect.

This paper starts with an overview of the sociolinguistic context and a series of policy documents concerning English language education promulgated recently in China. It moves on to an analysis of disparities in English language education policies practised in different regions, differences between urban and rural areas, between social classes and between linguistic minority and majority groups. The juxtaposition aims to reveal what different regions and social and ethnic groups in China have in common and how divergent they can be in terms of local policies and practices in English language provision. Also discussed in the paper are issues such as tensions between the spread of English and Chinese language education, and between mother tongue, Chinese and English language education in the case of minority groups, inequality in education and other linguistic, political and cultural dimensions.

Against the backdrop of global sustainable development and the deepening reform of higher education in China, college English education is facing the dual task of improving language proficiency and cultivating sustainable literacy. This paper focuses on the participatory reform practice of college English sustainable education from the perspective of student activism, exploring the integration path of curriculum ideological and political education (CIPE) and United Nations Sustainable Development Goals (SDGs) themes. By combing through relevant theories such as student activism, English learning activity theory, and content and language integrated learning (CLIL), the paper constructs a three-dimensional reform framework including "student-led curriculum design, scenario-based practical participation, and multi-dimensional value shaping". It elaborates on specific implementation strategies from aspects of curriculum content reconstruction, teaching method innovation, and evaluation system optimization, aiming to realize the organic integration of language teaching, sustainable education, and value guidance. The research shows that student activism can effectively promote the deep participation of college English sustainable education reform, and the integration of CIPE and SDGs themes can enhance the educational depth and practical significance of the reform. Finally, the paper analyzes the potential challenges in the reform process and puts forward corresponding solutions, providing theoretical support and practical reference for the high-quality development of college English sustainable education.

The main purpose of teaching translation is to promote students' English learning and cultivate English application ability through translation activities. As a kind of language teaching method, the development of translation activities should serve the teaching goals of the whole classroom, and combine with other teaching methods to jointly promote the improvement of students' English comprehension ability and application ability. The full use of digital information technology and digital resources in English translation teaching will greatly improve the effect of college English translation teaching. In order to deeply explore the role of digital information technology in English translation teaching, we have carried out research on the reform and exploration of English translation teaching based on digital information technology. This paper first discusses the teaching of English translation and its basic methods. This paper will combine the background of digital information teaching to analyze how to apply digital information technology and digital teaching resources in college English translation teaching, so as to improve the teaching effect of college English translation. Cultivate students' interest in learning and enhance students' translation ability. By using the image extraction method, the multimedia construction method and the classroom learning contrast method in the digital information technology, the sample is collected, the technical framework is analyzed, and the algorithm is simplified. And create a digital information technology teaching model. The experimental results of this paper show that the accuracy of dictionary translation is 44.5% by comparing the methods based on digital information technology and resources. The accuracy of the g and b translations is slightly lower than that of the dictionary method, with an accuracy of 40.5%. And the translation method based on digital information technology and resources has the highest accuracy rate of 79.8%. This essentially verifies the effectiveness and robustness of the proposed translation teaching method.

In order to make college students better adapt to modern social need, improving college students' English comprehensive ability has become the top priority of the current college English teaching. However, many problems still exist in the process of actual college English listening and speaking teaching. This paper mainly discusses the existing problems of college English listening teaching, and then puts forward college English listening and speaking construction strategy under the network environment. construction; Classroom teaching; Listening and teaching courses Under the background of the current ingrained exam-oriented education, most of the students ignored the learning and accumulation of English listening and speaking skills on ideology, leading to the low level of students' listening and speaking. During the period of university, as English grades link up with diploma, a lot of students passively learn English.

To mobilize students' interest and enthusiasm for learning, this paper explores the application of the combination of computer multimedia technology and network technology in college English teaching. Based on the relevant theoretical basis and specific content of English teaching, it analyzes the current situation of college English teaching from three aspects, including English teaching goals, teaching methods, and teaching effects. The application of the network teaching platform based on information technology in college English teaching is discussed. Also, the relevant data of the results obtained after the implementation of the network platform are listed. The research results show that teachers and students should make good use of the advantages of information technology teaching, develop strengths and avoid weaknesses. The means can enrich the learning approach, innovate teaching methods and optimize the English teaching environment, thereby improving the quality of English teaching. Therefore, the combination of computer multimedia technology and network technology can bring fundamental changes to English teaching methods and student learning methods. And it can stimulate students' enthusiasm for learning English and promote students' autonomous learning ability. The research has realistic guiding significance.

In 2007 the “College English Curriculum Requirements” has established the college English teaching model of the student as the center, cultivating the language skills, the students’ comprehensive ability and autonomous learning ability. But in 2013 the “Beijing 2014-2016 College Entrance Framework Plan (Draft)” was officially announced. The English teaching in the middle school will be reformed, which will also have a huge impact on college English teaching model. The author put forward the practical teaching model and the elite teaching model, which will provide a feasible scheme for the college English teaching reform. Index Terms College English, Teaching model, Practical teaching model, Elite teaching model

There are at least three theoretical routes in reconceptualizing English language education in the world today and, more specifically, in multilingual Philippines. The first – change what English to teach – is to describe, acknowledge, and endorse the multilinguality of English in the country. The second – change how to teach English – is to locate English language education within the broader educational landscape of the country which in recent years has, to some extent, reconfigured the languages of instruction in favor of the “mother tongues,” especially in the elementary level. The third theoretical route – change how to think about English (and other languages, for that matter) – is to describe, evaluate, and critique the broad ideologies and ideological structures of English language education in the country. This assumes that the teaching of English is intricately linked with discourses, ideologies, and unequal relations between languages beyond the formal confines of the classroom. Thus, reconceptualizing English language education puts the spotlight on the role of teacher ideology in the process. We cannot change the way we teach English if we do not change the way we think about English and its role in the Philippines and the world. Here, English language education is not only about the form(s) of English but, more importantly, about the content of education itself, and this thus has implications for the content of English language teacher training, textbooks and other teaching and learning materials, and everyday classroom talk.

With the continuous advancement of “Internet + education” and college moral education, college English education should follow the trend, and college English teachers can make more contribution. This paper first introduces the Chinese elements in college English teaching, then explores the difficulities of how the Chinese elements spread in the international communication, and analyzes the new characteristics of integrating Chinese elements into English teaching in the context of the Internet era from three aspects: the digital environment of college English, “three-dimensional teaching+Internet”, and “immersive teaching+college students’ international communication ability”. Finally, it put forward the international transmission path of the Chinese element in college English classroom teaching in the context of the Internet: building up the original ecological teaching mode of “textbooks+teachers+students” and exploring a new path for spreading the Chinese element all over the world.

Coronavirus disease which has also been referred to as Covid-19, is a pandemic which was first discovered in Wuhan, China in December, 2019. Since the outbreak in China in January, 2020, cases have been reported in many countries of the world. The first case was confirmed in Nigeria on 28th February, 2020. The pandemic has affected every sector of the nation’s economy which resulted in the closure of schools, yet the spread has not been contained. Although, some advanced countries tried to contain the spread, but in Nigeria, the spread paralysed the economy, especially the education sector. This work is aimed at suggesting ways of revamping the English language education in Nigeria to meet global needs and challenges in the post-pandemic era. To achieve the aims of this work, the writers highlighted some conceptual frameworks. They explained the following terms: pandemic and post pandemic eras, English language education, challenges facing the English language education during pandemic/post pandemic eras and revamping the English language education in Nigeria to meet global needs and challenges in the pandemic and post-pandemic eras. The researchers also reviewed theories such as theories of behaviourism in English language teaching and constructivism views of learning as an interpretive, recursive, and non-linear process theories to highlight the work more. Notable empirical studies were reviewed. The paper recommended what should be done to ensure proper renovation, repair and restoration of the damages caused by the pandemic in the English language education in Nigeria schools so as to be able to meet global needs and challenges in the post-pandemic era. Lastly, comments, opinions, suggestions and conclusions were made by the researchers.

This study examines the level of Language Assessment Literacy (LAL) of English language teachers at the university level in Pakistan by adopting a mixed-methods explanatory approach. The study offers a comprehensive analysis of language assessment awareness among English language teachers in the Pakistani context along with their language teaching-learning experiences. Likewise, English language teachers shared their perspectives regarding the role of LAL in enhancing language teaching and learning processes at the university level. The theoretical framework of the study, which is comprised of three seminal theories, viz. Classical Test Theory, Generalizability Theory and Item Response Theory, has informed the interview protocol used for qualitative data collection. In the same vein, the current study investigates three core areas including the current level of LAL among university English teachers, the challenges they face while assessing their students’ language proficiency, and the possible solutions for these challenges for the improvement of language assessment, teaching and research practices. For the said purpose, data is collected from 15 English language teachers who are currently serving at five different public sector universities including Kohat University of Science and Technology (KUST) Kohat, Abdul Wali Khan University Mardan (AWKUM), National University of Modern Languages (NUML) Islamabad, FATA University, Kohat, and Quaid-e-Azam University (QAU) Islamabad, through semi-structured questionnaire and semi-structured interviews. Correspondingly, quantitative findings of the study reveal that most of the participants (73.33%) are PhD degree holders but many of them lack professional language assessment trainings both pre-service and post-service. The study highlights that English language teachers have limited exposure to standardized testing frameworks like CEFR, IELTS, and ELLT. Among them, only 13.33% had studied language assessment as a course at the PhD level while 46.66% of language teachers had not attended any training in the last five years of their professional life. Given the gaps between language teaching and assessment practices as the qualitative data highlights, language assessment trainings need to be offered to teachers and students at the university level with a view to enhance their theoretical as well as practical knowledge regarding language assessment which will furnish their language assessment skills. The major findings of the study also have significant implications for English Language Teaching (ELT) and assessment practices and language policies with a view to bridge the gulf between language teaching and assessment practices in multilingual contexts like Pakistan.

The College English Curriculum Requirements, announced by the Chinese Ministry of Education in 2007, recommended the inclusion of formative assessment into the existing summative assessment framework of College English. This policy had the potential to fundamentally change the nature of assessment and its role in the teaching and learning of English in Chinese universities. In order to document and analyse these changes, case studies involving English language (EL) teachers and learners were undertaken in two Chinese universities: one a Key University in the national capital; the other a non-Key University in a western province. The case study design incorporated classroom observations and interviews with EL teachers and their students. The type and focus of feedback and the engagement of students in assessment were analysed in the two contexts. Fundamental to the analysis was the concept of enactment, with the focus of this study on the ways that policy ideas and principles were enacted in the practices of the Chinese university classroom. Understandings of formative assessment as applied in contexts other than the predominantly western, Anglophone contexts from where many of its principles derive are offered.

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This article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion will provide insights into how factors such as educational policies, ideologies as well as sociocultural and religious values are in contestation in shaping research into and the practice of English language education in the complex, dynamic and polycentric sociolinguistic situation of Indonesia, which has been recently conceptualized as superglossia (Zein, 2020). It is hoped our insights will help inform other multilingual contexts facing the unprecedented need for transforming English language education in this increasingly globalized world.