Research on Distance Teaching System of English Course Based on Wireless Network Technology

The existence of the COVID-19 pandemic has succeeded in transforming the implementation of offline learning activities into online. This does not only occur in formal educational institutions, but also in non-formal educational institutions such as the Mahesa Institute Course and Training Institute (LKP) as an English language course institution. The purpose of this study is to examine management as a strategy for LKP Mahesa Institue in maximizing learning methods applied during the COVID-19 pandemic as well as to examine the enthusiasm of learning residents during distance learning. The research method used in this research is qualitative with a descriptive approach. The data analysis technique applied is Miles and Huberman's analysis theory which consists of the stages of reduction, presentation, and drawing conclusions. The results obtained from this study are that in the management process, LKP Mahesa Institute is by improving the skills of educators and learning residents through virtual learning activities so that they can improve the learning outcomes carried out. Novelty from research conducted in the application of the virtual learning model at the LKP Mahesa Institute non-formal education institution is able to increase the learning speed of learning citizens anytime and anywhere, increase collaboration while increasing mastery of learning resources, and being able to create different learning experiences. So, with this research it is hoped that it can become a source of information in developing the management of English courses.

Introduction: Nowadays, language and intercultural competences have become core employability skills in many fields, supporting the development of other skills which emphasizes the necessity for specific pedagogic approaches in developing online learning materials and courses that would develop learners’ language competence and other relevant 21st century skills for future employability. The current comparative summative evaluation research conducted in two higher education institutions in Latvia and Lithuania analyses students’ feedback, elicited from 200 students, on the efficiency of the methods and methodologies applied in the course development and their suitability to develop the above-mentioned skills and competences. Methods: The research implies a mixed-model design comprising a students’ questionnaire (a quantitative tool) and students’ essays (a qualitative tool). Quantitative data analysis was done applying descriptive and inferential statistics tests by IBM SPSS 22 software, qualitative data analysis – applying discourse analysis. Results: The findings indicate that students highly evaluate the learning platform and the courses created. They find them as useful, visually appealing, interesting, interactive, well-structured, and easy to understand. Students acknowledge that they have developed their knowledge of professional lexis, reading skills, grammar and gained useful knowledge in their field. Significant differences were found concerning students’ group, specialization and the course completed – local students vs. international students as to the evaluation of the learning platform, students of IT field vs. business fields, Latvian students vs. Lithuanian students as to the intercultural B2/C1 English course completed. The research results strengthen the cognitions derived from theory on significant issues to be observed when creating blended-learning courses. Discussion: The course designed is an alternative way of learning and may be useful for anyone who wishes to update their language and intercultural competence either through a formal or non-formal education course or on a lifelong learning basis. Limitations: The research period covered one semester only. Although the study materials for 16 languages have been created, the current paper analyses only the results obtained in piloting English and Spanish courses, with the predominance of learners opting for English courses. Conclusions: The research results show that the methods and methodologies applied in the given interactive blended-learning courses have developed the students’ language competence and have fostered the development of their digital competence, team-working and collaboration skills, problem-solving skills and learning-to-learn thus motivating them to become autonomous learners. The pedagogy-based approach applied in the current research has been successful despite a few flaws in the design of the course materials.

The article deals with the instructional design of an integrative Business English course for master’s students of a technical university (a case study of the Saint Petersburg Mining University) for blended and/or flexible learning. The main goal is to design a course that can be used as a full-fledged online course in asynchronous learning and is at the same time adjustable to the existing offline Business English course. The research uses methods such as observation, focus groups, surveying, empirical research and analytical and descriptive methods. The authors see a solution in a special instructional design based on the integration of traditional teaching approaches in offline learning, information technology and elements of infotainment and edutainment. The article presents the results of the target audience analysis and the needs analysis, outlines the structure of the course, specifies approaches to enhance motivation in master’s students and presents an integrative system of assessment and evaluation of the learners’ knowledge and skills. The key features of the instructional design of the Business English course suggested include exposure to professional scenarios, learners’ reflection, multiple instruments encouraging learners’ cognitive activity and performance and an opportunity to apply their knowledge to actual performance rather than summative assessment.

Artificial intelligence emerges as a brand-new scientific and technological breakthrough, mainly studying the intelligent system of human activities, and using artificial means to research intelligent technology. Combined with the Internet, the utilization of artificial intelligence technology by college English teachers, as well as the development of auxiliary teaching systems, can well improve the demerits of present college English teaching methods, like the obsolete teaching model, the rigid learning method, and the impact of teaching the quality improvement is very effective. The speed of information technology development in today’s society is very rapid, and there are more and more researches on English courses, which can create a new field for the educational environment. In this case, this article is guided by the fusion of information technology and curriculum. It is hoped that through this research, the effectiveness of college English teaching can become strengthened, and the teaching model can be more efficient and faster. This article takes the utilization of artificial intelligence technology in college English class as the premise, from the perspective of current educators to educate students, conducts technical research, through the use of the HAIES system, combined with artificial intelligence technologies such as the comprehending of natural language, learning by machines, and intelligent search. Study the conditions for the realization of the system to carry out the intelligent setting of the college English teaching system, and apply the designed intelligent teaching system to actual teaching. Finally, through data integration analysis on the figures provided by the intelligent scheme, relevant conclusions can be drawn.KeywordsArtificial intelligenceCollege English teachingHAIES systemEducation field

A flu-like virus, COVID-19, has changed the course of tertiary education teaching and learning overnight. Universities globally, such as those in Australia, have been pushed to revise syllabi for face-to-face classroom teaching suited for online remote learning. This study adapts Connelly and Clandinin's narrative inquiry method to retrace the experience of an Economic English course coordinator's effort to quickly adapt to online education. It retells the coordinator's stories of engaging in the process under certain constraints and discusses the impact of COVID-19 in higher education. Implications and recommendations are given to conclude the chapter.

At first, this paper talks about the situation of higher special education in China. Second, it discusses the necessity of English courses for the born deaf in China. At last, it presents the advantages of multimedia network teaching. The application of network technology in special education explores the visions and ways of education for the disabled, and also brings new opportunities for their eduation. So, we must take advantage of this good opportunity, try hard to create the teaching optimization environment, build information education mode, explore the modern education technology, design the teaching optimization process seriously, explore actively, and sum up experience constantly, and promote the modern education technology system in teaching.

This study aims to construct a dynamically updated, intelligent English teaching system utilizing a locally deployed model of DeepSeek. It encompasses general English as well as practical English corpora pertinent to specialized fields. Furthermore, it integrates the development of an intelligent teaching platform designed to foster innovation in the human-computer collaborative teaching model, thereby supporting the objectives for the intelligent and digital transformation of practical English courses.

This paper attempts to build a web-based English teaching platform that improves students’ efficiency in English learning. After reviewing the current theories on teaching platforms, the author combined online education technology and the Licensure and Master’s Program (LAMP) technology into a mixed teaching mode, which inherits the advantages of traditional teaching and network technologies. In addition, an English teaching platform was designed for the instruction and exercises for English courses. The platform is operated jointly by students, teachers and administrators. The research shows that the English teaching system, through the integration between information technology and LAMP, could be turned into a resource module to be used as a plug-in for online education; the proposed English teaching platform is a new-generation system for the teaching and learning of English reading, grammar, speaking and listening. The proposed platform greatly improves the teaching methods and the learning efficiency, laying a theoretical basis for the construction of the new teaching system platform.

Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and positively predict collaborative learning willingness. Moreover, ambiguity tolerance predicts peer feedback acceptance but not sensitivity to peer pressure. Learning effectiveness significantly and negatively predicts sensitivity to peer pressure, but its impact on peer feedback acceptance is insignificant. Dominant strategies for high school English learners to cope with unfamiliar and uncertain contexts are external help-seeking from dictionaries and instructors. The findings in this study contribute to educational research on psychological mechanisms behind ambiguity tolerance, language education in high school, learning effectiveness, and collaborative learning. As such, this study encourages continued efforts to explore such topics and the consideration of ambiguity tolerance in teaching practice.

In this paper, starting with the characteristics of the major of electronic information, from the need to create professional English courses, combined with the characteristics of English courses and teaching requirements, analysis of the current English teaching problems, we propose a concept of English teaching reform. For the practical application ability of students, teaching ideas, teaching methods, materials selection and other aspects should be reformed in order to improve the students’ practical skills of professional English.

Teaching evaluation plays a key role for universities to improve its teaching quality and becomes a hotspot research field for related researchers. The paper takes university English teaching for example and presents a new model for evaluating English course teaching based on improved BP neural network. Firstly an evaluation indicator system of university English teaching is designed through analyzing the aspects of teaching effects and teacher factors and student factors. Secondly, BP Neural network is improved by improving its Non-monotone linear search and adaptive step change to overcome its shortages of low convergence in calculation. Thirdly data from of some universities are taken for examples to verify the validity and feasibility of the model and the experimental results show that the model can evaluate university English teaching practically and can help university and English teachers take corresponding concrete measures to enhance its education performance. DOI: http://dx.doi.org/10.11591/telkomnika.v11i8.308 5

This paper mainly analyzes the establishment of system model of artificial intelligence technology in higher vocational English classroom teaching. Artificial intelligence technology gives full play to its intelligent and efficient application advantages in higher vocational English classroom teaching. Through the construction of artificial intelligence expert system model, the paper designs and improves the teaching system of English course in vocational colleges, and realizes the comprehensive application of artificial intelligence expert system in English teaching by using artificial intelligence data processing model. In order to further integrate vocational English classroom and realize the technical guarantee of vocational English individualized teaching. In view of the relationship between artificial intelligence technology and English teaching in vocational colleges, this paper deeply studies the shortcomings of artificial intelligence data processing model in English teaching in vocational colleges, and puts forward solutions.

The research content of this paper: Based on the development technology of B/S mode, this paper studies the theoretical learning and production methods of English network teaching system, and carries out the actual evaluation and development and application of the teaching system. By comparing the teaching effect between the computer network teaching mode and the traditional teaching mode, the network English multimedia is determined. The feasibility and effectiveness of teaching system. On the basis of web browser based network teaching mode, using Internet as a means of transmitting media teaching content, English synchronous courses and playback courses are carried out on the network, and relevant online tests and online Q & A can be carried out timely and efficiently. The teaching system is evaluated and applied.KeywordsB/S modeJ2EEEnglish network teachingMultimedia technology

This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI.

Distance learning accelerated and diversified during the Covid-19 pandemic, with the result that individual teachers working with their normal classroom groups now account for most of the courses offered online. However, this provision of “closed distance learning” will not suffice for the needs of the hundreds of millions of people who will seek secondary schooling, degree studies, and continuing education in the next 20 years. We describe howopen distance learningcan be conducted at scale through open universities, open schools, and MOOCs, which are all designed to cope with mass demand. Our focus is on how these organizations are run. This embraces institutional design and organization, governance, management and administration, and leadership. The three types of providers have various corporate and governance structures: public open universities, open schools under the aegis of government, and commercial MOOCs companies. However, the challenges of management and administration, which are to sustain operations at scale around the clock worldwide, are rather similar. Their leadership requires a genuine commitment to serving the disadvantaged, an ability to secure the trust of governments, understanding of the opportunities that emerging technology offers for distance education, and thorough familiarity with the institutional dynamics of open and distance teaching and learning systems.