Author(s)

Jun Su, LiShan Lv, ZhiYing Li^*

Affiliation(s)

School of Foreign Studies, South China Agricultural University, Guangzhou 510642, Guangdong, China. 

Corresponding Author

ZhiYing Li

ABSTRACT

With the rapid development of information technology, especially the emergence of ChatGPT, traditional college English teaching in China can not meet college students’ needs and faces a multitude of challenges, including large class sizes, teacher-centered teaching methods, lack of teacher competence in information technology, limited authentic language use, and non-diversified teaching evaluations. Therefore, based on educational ecology, AI-empowered college English blended teaching has been proposed and explored, which encompasses pre-class knowledge delivery, while-class knowledge internalization, and after-class knowledge expansion. This AI-empowered college English blended teaching model utilizes AI for online diagnostic assessments, MOOC platforms for online teaching, offline interactive classroom activities and AI feedback systems to cater to the diverse and personalized learning needs of students, thereby enhancing their English skills, maintaining the ecological balance of college English teaching system and promoting teaching effectiveness.

KEYWORDS

College English teaching; Educational ecology; AI technology; Blended teaching

CITE THIS PAPER

Jun Su, LiShan Lv, ZhiYing Li. AI-empowered college english blended teaching in china from the perspective of educational ecology. Trends in Social Sciences and Humanities Research. 2024, 2(12): 25-28. DOI: https://doi.org/10.61784/tsshr3121.

REFERENCES

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