Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media Era
Pubblicato online: 26 mar 2025
Ricevuto: 12 nov 2024
Accettato: 18 feb 2025
DOI: https://doi.org/10.2478/amns-2025-0806
Parole chiave
© 2025 Yanghong Wu, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The new media era has had a profound and extensive impact on language teaching, and teachers must reform the teaching mode in a timely manner to truly clarify the students’ main position in the classroom [1-2]. Teachers need to improve their innovation ability, flexibly utilize a variety of auxiliary teaching platforms, such as Jitterbug and WeChat, and create teaching situations and design practical learning activities with the help of new media, so that students can achieve better development and growth with the help of new media [3-5].
At present, China is carrying out a comprehensive education reform, but the status of traditional language subjects is gradually declining. The language subject, which contains the excellent traditional culture of China, is currently under the influence and impact brought by the new era, and more and more students are unable to recognize the language subject correctly, and even some language teachers fail to accurately grasp the significance of language teaching [6-8]. At present, China’s society and economy are in great changes, science and technology are also well developed, and new media bring new vitality and vigor to all fields [9-10]. From the current situation of language teaching, there are still some colleges and universities using inflexible, flexible and outdated teaching materials, and even some of the contents of the teaching materials have more repetitions with the contents of secondary school teaching materials. These teaching materials not only fail to meet students’ learning needs, but also are not conducive to improving students’ ability and literacy. And students have a strong sense of enterprise and curiosity, and are eager to obtain more knowledge and master more skills [11-14]. Therefore, in order to cultivate more excellent talents who meet the requirements, language teachers must carefully analyze the content of the teaching materials and apply new media technology to expand and extend them appropriately, and guide and exercise the students’ ability to apply knowledge according to the teaching materials [15-16]. At the same time, some language teachers follow the traditional teaching mode in teaching, using a relatively single means of teaching, which makes the overall classroom atmosphere become very boring and dull, unable to stimulate students’ interest and desire to learn, and it is difficult to mobilize students’ enthusiasm for learning [17-18]. The traditional teaching mode can not let students feel the uniqueness of the language classroom, which will also seriously affect the improvement of students’ learning achievements. Some language teachers fail to keep abreast of the times, learn and understand modern teaching methods, and fail to integrate them into their daily teaching, thus greatly weakening the attractiveness of the language classroom and making it difficult to meet the different needs of students, which is very detrimental to the development and growth of students [19-21].
New media technology makes information efficiently transmitted and also makes traditional literature reading face challenges. Language educators on the one hand sigh literary reading is declining under the impact of fast-food culture, and on the other hand actively use multimedia means to enrich language education. How to reconcile the impact of new media on traditional literary reading, so that it can not hinder language education, but also can be used for language education, is a problem that language education needs to be solved [22-24].
Literature [25] systematically reviews the relevant research on the blended Chinese language learning model, reveals the advantages and disadvantages of the blended Chinese language teaching model, and explores the reform and innovation path of the blended Chinese language learning model. Based on the longitudinal research method of interview data, literature [26] points out that Chinese language teachers’ perception of foreign learners’ identity needs to be corrected, in which teachers’ perseverance, knowledge and ability and other factors can be effective in correcting this perception of Chinese language teachers. Literature [27] introduces the construction process and results of the Academic Chinese Language Corpus, and looks forward to the value potential of the Academic Chinese Language Corpus in the process of academic Chinese language teaching. Based on teaching experiments, [28] demonstrated that a language classroom integrating the echo method and humorous teaching videos improved students’ vocabulary memory level and stimulated students’ motivation in the language classroom. The above studies have explored the innovative path of language teaching reform from the multi-dimensional aspects of teaching mode design, teaching tools, teachers’ cognition as well as teaching methodology, which have made positive contributions to both with the effectiveness of language teaching and the improvement of teaching quality.
The development of information media technology (IMT) and the outbreak of uncontrollable disasters such as epidemics have promoted the development of IMT in the field of education, so many scholars have conducted in-depth research on the feasibility, mode, and teaching effect of IMT-enabled education. Literature [29] explored the process of integrating digital media technologies into education in the context of the outbreak, which promoted the transformation of the digital and online forms of education, and analyzed some experts’ recommendations for the improvement of distance education, as well as critically reflecting on the transformation of education through distance education as an emergency education service. Literature [30] summarizes and analyzes the research in the field of ICT-enabled education and identifies that the main direction of the research is to explore the uses of ICT tools in education, while there are fewer studies on the effectiveness of the integration of ICT in education. Literature [31] studied the role and mechanisms played by social networking sites (SNS), i.e., Facebook and Learning Management System (LMS) in students’ education through empirical investigations, which provided an important reference for the scientific and rational introduction of new media technologies into education. Literature [32], in a study of teaching practices on the transferability and interactive usefulness of social media and mobile device resources, found that online social media learning is conducive to the promotion of online knowledge sharing between students and teachers, and to a certain extent promotes students’ creativity and vitality. The research on the integration of information media technology into education has been very mature, but the current academic papers on language education combined with information media technology is in the blank, in order to improve the effectiveness of language teaching, enrich the language teaching classroom, to explore the integration of information media technology into language teaching is very meaningful.
This paper analyzes the concept of meaningful construction and interaction between learners and knowledge in constructivist learning theory, and explores the correlation between constructivist learning theory and the design of integration strategies for teaching language education in colleges and universities. The constructivist learning theory is used as the theoretical basis for the design of the integration strategy of information technology and language education teaching in colleges and universities. Combined with the characteristics of language education and teaching in colleges and universities and the learning characteristics of students in colleges and universities, the implementation principles and implementation environment of the integration strategy of language education and teaching with information technology in colleges and universities are proposed, and then the implementation process of the integration strategy of information technology and language education and teaching in colleges and universities in the new media era is proposed. Subsequently, a questionnaire was designed to investigate the implementation effect of the integration strategy with reference to related studies. This study takes students majoring in Chinese language and literature in a university as the object of teaching practice, and explores the implementation effect of the integration strategy of information technology and language education teaching in colleges and universities by comparing and analyzing the differences in the test scores, classroom performance, and cognitive attitudes of students in two classes under the implementation of the innovative integration strategy and the traditional teaching strategy.
The constructivist theory of learning [33] is based on the cognitivist theory of learning. Constructivist theory suggests that learning is the active realization of meaningful knowledge construction by an individual, rather than passive acceptance of knowledge. Constructivist theory believes that knowledge is slowly built up from within a person, rather than being directly input from the outside into the person’s heart, and this model is the opposite of what is generally thought of as the “external input - internal generation” model. Learning is a process in which learners actively construct meaning and interact with society. This kind of construction is the meaningful construction of new information on the one hand, and on the other hand, it includes the transformation and reorganization of the original knowledge and experience, which is a two-way mutual process between the old and new knowledge and experience.
According to constructivist learning theory, students are the active constructors of knowledge in the process of learning, and teachers are only organizers, guides, helpers, and collaborators in the process of students’ learning. Learners can achieve meaningful construction with the help and support of teachers and peers, in a certain context (based on existing experience, mental structures, and beliefs). In other words, learning is the process of “growing” new knowledge from existing knowledge. Therefore, context, collaboration, conversation, and meaning construction are often regarded as the four basic elements of constructivist learning theory.
In teaching based on constructivist theory, the initiative, autonomy, and exploratory nature of students’ learning are emphasized to ensure that the concept of’student-centered’ teaching is put into practice. In this teaching, the teacher’s main task is to create a good, situational, diversified teaching situation, guiding students in the learning process through group discussion and exchange, cooperative learning and other ways of collaboration and conversation, and ultimately the formation of meaningful construction of knowledge and experience. In the process of integration of information technology and language education teaching in colleges and universities, the use of information technology is conducive to the realization of the constructivist learning theory of creating a situation of interest to students, so as to enhance the students’ enthusiasm for learning. In the process of using information technology and college language education teaching inquiry, students in the study group collaborate with each other, communicate with each other, so as to achieve common progress, and ultimately promote students to better and more efficiently realize the meaningful construction of new knowledge, especially new concepts. In the process of experimental investigation, students communicate and evaluate the data and results of experiments between groups, realizing student-student evaluation, which enriches the evaluation method of experimental teaching and promotes the construction of knowledge. In addition, these new technologies also encourage teachers to learn and build their own professional knowledge, which will also contribute to the creation of new knowledge. The rapid development and application of these new information technologies in education and teaching have also contributed to the crucial role of constructivist learning theory in education and teaching. Therefore, constructivist learning theory has become a crucial theoretical foundation for integrating information technology and language education and teaching in higher education.
The implementation of the integration strategy of language education and teaching in colleges and universities in the new media era is the key to realizing the true integration of information technology and language education and teaching in colleges and universities, and in the specific practice of the integration strategy, it is necessary to follow certain principles and need the support of environmental conditions.
The operational level of the implementation of the integration strategy mainly includes the principle of learner-centeredness, the principle of guidance, the principle of flexible application and the principle of diversified evaluation.
Learner-centered principle. Basic education curriculum reform emphasizes the need to “form a positive and active learning attitude”. The integration of information technology and language education teaching in colleges and universities is put forward under the concept of “learner-centered”, so in the implementation of the integration strategy to give full play to the initiative of students, reflecting the initiative of students. Guiding principle. The information technology environment and the presentation of the attractive image of the information will sometimes prevent learners from exploring the nature of knowledge and superficial surface, which requires teachers to provide students with a lot of support, step by step to guide students to explore the issue in depth. Teachers must encourage students and give them opportunities to use tools and ask new questions. Encourage students to explore. In the process of learning activities, teachers also need to ensure that students understand the knowledge behind and concepts, rather than staying on the colorful surface phenomena. The principle of flexible application. Flexible use includes both innovation and synthesis. Any strategy, including any form of media expression, is not omnipotent, has its own strengths and weaknesses, each strategy has the best scope of application and application, which requires teachers to select and innovate according to the characteristics of the curriculum, the characteristics of the learners.
Hardware construction is the basis for realizing the integration of information technology and language education and teaching in colleges and universities [34], which includes the configuration of equipment and facilities, connections and safeguards to maintain the normal operation of the facilities, etc. Hardware construction can generally be based on the actual situation of different schools. Complex information technology is not required, in fact, too complex technology usually hinders the development of teaching and learning activities, but only in the hardware environment of the Internet or local area network (LAN).
Software construction mainly refers to the integration of various knowledge resources that record educational and teaching information in different media. In the software construction, the software and teaching resource base of the teaching and counseling category of university language education with strong generality can be purchased through school funding, for example, purchasing China Education Star Multimedia Education Resource Base, China Basic Education Resource Base, K12 Resource Base, VOD video-on-demand system, and Collyer Preparation System, and so on. On the other hand, according to the actual situation, teachers usually pay attention to the collection of information, but integrating it with their own hands is not an effective method.
The Initial Stage During the inevitable initial phase, experienced teachers find themselves facing the same problems they encountered in their first year as teachers: discipline problems, resource management, time-consumption due to unforeseen events in a tight classroom schedule, etc. Teachers’ concerns center on themselves and their ability to control the classroom and students. In a new classroom environment, teachers spend much of their time responding to emerging problems instead of anticipating and avoiding them. Adoption In the Adoption stage, technological problems are far from being solved, but teachers have begun to look for solutions. Teachers want to focus on teaching and learning, but they are unfamiliar with technology and are simply trying to integrate it into their familiar daily lesson plans. Adaptation Stage In this stage, as teachers became more familiar with the use of computer technology for the integration of language education teaching resources in higher education, they became more capable of utilizing the technology. It is believed that information technology plays a supportive role in language education teaching and learning, and that technology can now be utilized to increase students’ motivation and interest in learning. In fact, students are increasingly gaining a sense of achievement from their learning, in addition to greater interest. Comprehension stage Comprehension is more of a milestone than a stage in the development of teaching and learning. At this stage, there has been less change in classroom approaches than in individual attitudes toward technology. Teachers master the technology to be used in the classroom. The comprehension stage is when individuals begin to understand the technology and become proficient in using it to get the job done. Innovation Stage The innovation stage is the highest peak in the development of teachers’ educational strategies and beliefs, and not all teachers reach this peak. Teachers are more likely to view the learning process as active, creative, and interactive in their own teaching philosophy. As a matter of fact, the strategy of integrating information technology with language education and teaching in higher education can only be realized flexibly when it reaches the fifth stage, which consists of innovation and synthesis, i.e., the real integration of technology and teaching.
In order to investigate the effect of the integration of information technology and language education and teaching in higher education, this study chooses the assessment scale proposed in the related research [35], and after appropriate modification and optimization, it is used as an assessment tool to measure the effect of the integration of information technology and language education and teaching in higher education. The scale was finally obtained after conducting numerous tests on students and teachers, conducting continuous testing, and revising it. Its statistical reliability and validity meet the requirements. In this paper, it was borrowed and modified, and also tested on a small scale, and the results show that it meets statistical reliability and validity.
The scale is a Likert survey, with 5 choices for each item: “strongly agree”, “somewhat agree”, “neutral”, “somewhat disagree”, and “strongly agree”. In order to measure the students’ knowledge and attitudes towards teaching language education in higher education based on these questions, points were assigned to each option made by each student and the total score was calculated. First, three expert language teachers were selected to answer the scale, and the experts could only choose to agree or disagree, but could not choose to be neutral, and the answers of the three experts were considered as the target answers. There are 30 questions in the assessment scale, and if the students’ answers to each question are the same as the experts’ consensus answers, the total score of the assessment will be 150, and the closer the students’ scores are to 150, it means that the students’ knowledge and attitudes towards teaching and learning of language education in colleges and universities are closer to the experts', and they are all more positive. If the student’s assessment score is very low, it means that the student’s knowledge and attitude towards teaching language education in higher education need to be improved. In this study, the main purpose is to test whether the integration of information technology with the teaching of language education in higher education has a positive impact on students’ interest and awareness in learning languages, etc. According to the constructivist learning theory, this paper categorized some of the survey questions in this scale into different dimensions, including a total of eight dimensions, which are course attitude (1-3 questions), learning interest (4-9 questions), self-efficacy (10-12 questions), creativity (13-14 questions), information literacy (15-18 questions), problem solving ability (19-23 questions), critical thinking ( 23-28 questions), and information integration strategy acceptance (29-30 questions).
In this paper, from April 2023 to July 2023, a comparative experimental study was conducted on the third-year (1) and (2) classes majoring in Chinese Language and Literature in a university. In this study, the students of (1) class, a third-year class majoring in Chinese Language and Literature, served as the experimental class and (2) class served as the control class. The total number of students in class (1) and class (2) were 45 and 49 respectively, both of which were ordinary classes, with the students’ foundation of college language education and teaching and their language learning ability being comparable, and the textbooks and tutorials, teaching contents, examination contents, and class hours in the development of college language education and teaching being more or less the same.
Chinese language and literature major (1) class students of college language education teaching, this paper uses the proposed integration strategy, comprehensive use of a variety of information technology means, effective integration of language teaching and learning resources, and through the creation of a vivid teaching situation, to create a harmonious teaching atmosphere. Guiding students to independent inquiry, collaborative learning, inspiring students to discover problems, solve problems, summarize knowledge points, internalize learning content, build a knowledge system, and be able to externalize, learn to use, and flexibly carry out the understanding of daily language knowledge. As for the teaching of (2) class, it mainly adopts traditional teaching means combined with the original method of integrating teachers’ manual learning resources.
The research hypothesis is that after students in colleges and universities use information technology and college language education teaching integration strategy, the students’ interest in learning, classroom atmosphere, learning initiative, cooperative learning, mastery of the content of language education and teaching can be mentioned, the quality of the language teaching classroom teaching quality has been improved, proving that this paper puts forward the integration of the strategy is effective.
An intuitive way to verify the effectiveness of the integration strategy of language education and teaching in colleges and universities supported by information technology is the examination results.During the period when the study was conducted, the students of the two classes took a total of four official examinations, namely, the monthly examination of April 2023, the stage examination of May 2023, the monthly examination of June 2023, and the final examination of the beginning of July 2023, respectively. The results of the comparison of the four examination results of the students of (1) and (2) classes of the Chinese Language program in this university are shown in Table 1. In the first monthly examination, the number of students majoring in Chinese Language and Literature in (1) class (5) is less than that in (2) class (7), but there is not much difference between the average score (65.61) and that in (2) class (68.63), and the rate of low scores (24.44%) is also higher than that in (2) class (16.33%). With the use of the integration strategy of information technology and language education and teaching in higher education, the average and high score rate of students in class (1) in language teaching gradually caught up with and exceeded that of class (2), and in the final examination, the examination scores of students in class (1) and class (2) were 88.24 and 74.58, respectively. In addition, the low score rate of students in class (1) improved significantly with the implementation of the integration strategy of language education and teaching in colleges and universities with the support of information technology, and the low score rate in the June and July 2023 exams was zero.
Statistical analysis of four tests
| Test | Class | Number | Mean | Score | >90 | <60 | |||
|---|---|---|---|---|---|---|---|---|---|
| Max | Min | Number | Percentage | Number | Percentage | ||||
| 2023.4 | 1 | 45 | 65.61 | 92.36 | 42.59 | 5 | 11.11% | 11 | 24.44% |
| 2 | 49 | 68.63 | 94.26 | 41.26 | 7 | 14.29% | 8 | 16.33% | |
| 2023.5 | 1 | 45 | 75.64 | 95.23 | 56.32 | 12 | 26.67% | 5 | 11.11% |
| 2 | 49 | 67.82 | 94.85 | 42.36 | 9 | 18.37% | 9 | 18.37% | |
| 2023.6 | 1 | 45 | 82.67 | 98.63 | 68.59 | 21 | 46.67% | 0 | 0.00% |
| 2 | 49 | 63.28 | 95.23 | 42.31 | 11 | 22.45% | 7 | 14.29% | |
| 2023.7 | 1 | 45 | 88.24 | 100 | 76.95 | 32 | 71.11% | 0 | 0.00% |
| 2 | 49 | 74.58 | 96.52 | 52.36 | 16 | 32.65% | 5 | 10.20% | |
Further using the independent samples t-test method on whether there is a significant difference between the results of the two classes in the four exams, the results of the comparative analysis of the learning content test scores are shown in Figure 1.The results of the comparative test results of the four learning content test scores found that there is a significant difference in the results of the two classes of students starting from the third exam (P=0.026<0.05). The results of the analysis of the learning content test scores indicate that the use of information technology and language education teaching integration strategy in higher education has a greater effect on the poorer students, and can help improve the language learning performance of the intermediate students.
The results of the analysis of the results of the study
In this study, seven language teachers were invited to compare and score the classroom observation performance from five perspectives after listening to and observing the classroom situation in teaching and learning of language education in colleges and universities for three times on April 18, 2023, May 11, 2023, and June 9, 2023 for classes (1) and (2), respectively. The results of the classroom observation performance scoring of the two classes in teaching college language education are shown in Figure 2, with (a)-(c) representing the results of the first, second, and third classroom performance evaluations, respectively. A1-A5 in the figure represent the learning interest, classroom atmosphere, initiative, cooperative learning and mastery in classroom performance, respectively. With the use of the integration strategy of teaching and learning of information technology and language education in higher education in the spring semester of 2023, the classroom observation scores of the students in the Chinese Language and Literature (1) class in this higher education were higher than those of the students in the (2) class in the five aspects of interest in learning, classroom atmosphere, initiative, cooperative learning, and mastery of the course, and the gap was gradually increasing. In terms of classroom climate, the ratings of (1) and (2) classes in the April 18, 2023 classroom and June 9, 2023 classroom were 3.65 and 2.57 and 4.52 and 3.00, respectively. Although the classroom climate ratings of the students in class (2) also improved, there is still a large gap between them and the students in class (1).
Comparison analysis of classroom observation
This section utilizes the questionnaire proposed in the previous section to investigate and analyze the situation of students involved in the development of teaching practice in terms of their knowledge of and interest in teaching and learning language education in higher education. The overall mean and standard deviation of the questionnaire on the effectiveness of the implementation of the integration strategy of teaching and learning language education in higher education, as well as the mean and standard deviation of the eight dimensions, were calculated by SPSS 26.0. The results of the analysis of the survey scores of the students’ learning attitudes and perceptions of language education in colleges and universities in the two classes before the teaching practice was carried out are shown in Table 2. From the analysis results of the independent sample t-test of the pre-test questionnaire of the teaching practice experiment, it can be seen that there is no significant difference between the students of class (1) and class (2) on the dimensions of course attitude, learning interest, self-efficacy, creativity, information literacy, problem solving ability, critical thinking ability, and the acceptance of information integration strategy for teaching and learning of language education. In terms of information integration strategy acceptance, the mean score of students in class (2) (3.13) was better than that of class (1) (2.55), and there was a significant difference (P=0.048<0.05), which was due to the fact that students were more innovative in integrating information technology with teaching and learning, and some of the students would show resistance to the new technology, which led to lower acceptance of the integration strategy.
Comparison analysis of the survey results before experiment
| Dimension | Class | Number | Mean | SD | T | P |
|---|---|---|---|---|---|---|
| Curriculum attitude | Class 1 | 45 | 2.75 | 0.739 | 1.774 | 0.055 |
| Class 2 | 49 | 2.86 | 0.709 | |||
| Study interest | Class 1 | 45 | 3.29 | 0.835 | 1.844 | 0.070 |
| Class 2 | 49 | 3.23 | 0.834 | |||
| Self-efficacy | Class 1 | 45 | 3.16 | 0.706 | 1.803 | 0.082 |
| Class 2 | 49 | 3.17 | 0.52 | |||
| Innovative ability | Class 1 | 45 | 2.79 | 0.678 | 1.898 | 0.064 |
| Class 2 | 49 | 2.57 | 0.742 | |||
| Information literacy | Class 1 | 45 | 3.48 | 0.548 | 1.779 | 0.090 |
| Class 2 | 49 | 3.38 | 0.827 | |||
| Problem solving | Class 1 | 45 | 3.49 | 0.802 | 1.945 | 0.056 |
| Class 2 | 49 | 3.77 | 0.752 | |||
| Critical thinking | Class 1 | 45 | 3.56 | 0.502 | 1.752 | 0.078 |
| Class 2 | 49 | 3.63 | 0.506 | |||
| Information integration strategy acceptance | Class 1 | 45 | 2.55 | 0.516 | 2.036 | 0.048 |
| Class 2 | 49 | 3.13 | 0.803 |
The results of analyzing the questionnaire scores of the students in both classes at the end of the teaching practice are shown in Table 3. In terms of the overall language learning interest and attitude level of the students in class (1), the mean value of the acceptance of the information integration strategy (M=4.21, SD=0.881) in the questionnaire belongs to the range between the good and excellent levels, which is very close to the better level of hierarchy but with a slight gap. Among the eight dimensions of the questionnaire, the problem solving ability of the students of class (1) (4.86 points) got the highest mean score relative to the other dimensions, which is at the better level of the questionnaire. It was also found that the mean scores of the dimensions of the students of class (1) were higher than those of class (2) and there was a significant difference (p=0.027, 0.044, 0.000, 0.015, 0.003, 0.044, 0.032, 0.034<0.05). According to the results of the analysis, it can be found that in the teaching of college language education for students majoring in Chinese Language and Literature (2) under the implementation of the traditional integration strategy, the teachers generally use manual methods for the integration of teaching resources and information, and the application of multimedia tools stays at the surface level, which is an extremely inefficient way of integrating learning. The teaching method under this strategy mainly focuses on the transmission and reception of information and fails to deeply stimulate students’ active construction and interactive learning. According to the constructivist teaching theory, a higher level of integration strategy approach is crucial for promoting students’ learning effectiveness and depth of understanding in language education teaching in colleges and universities. The innovative integration of information technology and language education teaching in higher education can require students to be able to actively utilize information technology to construct their own knowledge system. In addition, this paper argues that teachers should pay more attention to stimulating students’ ability to actively construct and interactively learn when using integration strategies for language education teaching in higher education. For example, teachers can design more tasks that require students’ active participation and cooperation, so that students can discover and solve problems in exploration, thus truly realizing the deep integration of information technology and language education teaching in colleges and universities.
The results of the survey were compared and analyzed
| Dimension | Class | Number | Mean | SD | T | P |
|---|---|---|---|---|---|---|
| Curriculum attitude | Class 1 | 45 | 4.81 | 0.676 | 2.003 | 0.027 |
| Class 2 | 49 | 3.33 | 0.826 | |||
| Study interest | Class 1 | 45 | 4.57 | 0.646 | 2.148 | 0.044 |
| Class 2 | 49 | 2.7 | 0.746 | |||
| Self-efficacy | Class 1 | 45 | 4.5 | 0.866 | 3.140 | 0.000 |
| Class 2 | 49 | 2.85 | 0.706 | |||
| Innovative ability | Class 1 | 45 | 4.59 | 0.88 | 2.181 | 0.015 |
| Class 2 | 49 | 3.23 | 0.734 | |||
| Information literacy | Class 1 | 45 | 4.6 | 0.837 | 2.136 | 0.003 |
| Class 2 | 49 | 2.65 | 0.527 | |||
| Problem solving | Class 1 | 45 | 4.86 | 0.514 | 2.252 | 0.044 |
| Class 2 | 49 | 2.6 | 0.601 | |||
| Critical thinking | Class 1 | 45 | 4.28 | 0.879 | 2.563 | 0.032 |
| Class 2 | 49 | 3.11 | 0.843 | |||
| Information integration strategy acceptance | Class 1 | 45 | 4.21 | 0.881 | 2.784 | 0.034 |
| Class 2 | 49 | 3.26 | 0.524 |
In this paper, we design the integration strategy for language education and teaching in colleges and universities based on the theoretical foundation of constructivist learning. The innovative integration strategy is supported by information technology as a means of effectively integrating learning resources in language education and teaching in colleges and universities in order to improve the efficiency of learning resources integration and teaching effectiveness.
The design of teaching practice experiments to verify the implementation effect of the innovative integration strategy found that the difference in mean scores between the students in the experimental class implementing the innovative integration strategy and those in the control class under the traditional teaching strategy in the first learning content test was small (65.61 and 68.63). In contrast, in the 3rd and 4th tests, the scores of students in the two classes showed significant differences (P=0.026, 0.003<0.05) and the mean scores of students in the experimental class were higher than those in the control class. In terms of classroom performance, over time, students in the experimental class scored higher than students in the control class in five aspects: interest in learning, classroom atmosphere, positive initiative, cooperative learning, and course mastery, and the gap gradually increased. In addition, the teaching effect was analyzed through the questionnaire and found that the mean scores of the dimensions of problem solving ability and acceptance of information integration strategy of the students in the experimental class in the post-test of teaching practice were higher than those of the control class, and there was a significant difference (P<0.05).
This study investigates the innovative integration strategy of language education teaching in colleges and universities in the new media era, which makes the teaching strategy of language education teaching in colleges and universities have a new direction of breakthrough, and even extends to other disciplines, and also brings inspiration and reference to more educational practitioners.