A Practical Study of Information Technology Facilitating Interactive Teaching in College English Classrooms

In this paper, the improved Flanders Interaction Analysis System (OFIAS) is used as an information technology-facilitated interaction analysis system for teaching English in English classrooms on a diverse online platform, and the iFIAS-held coding system is used to record classroom teaching and learning interaction behaviors. Leary’s interaction theory was combined with the QTI questionnaire tool to explore classroom teaching interaction behaviors in an information technology environment. A conceptual map and application path for the English interactive teaching model on a diversified online platform are proposed based on the judgment criteria of information technology-enabled interactive teaching. Afterwards, three teaching practices based on the model were conducted, and the satisfaction of the practice results was investigated. The results show that the use of multivariate online platform interactive teaching can increase the teacher’s encouraging evaluation (30.14%), lecture (21.06%), and operational demonstration content (15.27%) for students, and improve the students’ ability of active learning and thinking while motivating them to actively answer questions and participate in classroom interactions. After practicing interactive English teaching on multiple online platforms, the number of teachers participating in the behavioral interaction effect will decrease to 33.91%, while the number of students participating will increase to 64.34%. Furthermore, 80.51% of the students were content with the teaching process, 96.22% had a positive attitude towards the model, and more than 85% had a fondness for and desire to continue using the model in their studies.