A Practical Study of Information Technology Facilitating Interactive Teaching in College English Classrooms
Data publikacji: 17 mar 2025
Otrzymano: 16 lis 2024
Przyjęty: 18 lut 2025
DOI: https://doi.org/10.2478/amns-2025-0311
Słowa kluczowe
© 2025 Hong Meng, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
College English course is a part of university general education, and its teaching goal is mainly to cultivate students’ language ability, intercultural communication ability, language thinking ability and comprehensive application ability [1-2]. Traditional university English teaching is mainly based on classroom lectures, and the teaching content mainly includes four aspects: listening, speaking, reading and writing, and the teaching form focuses on teachers’ explanation, students’ listening and classroom practice. The traditional teaching methods often lead to the problems of passive learning, limited knowledge acquisition and singularity of teaching resources [3-6].
The rapid development of information technology has brought brand-new possibilities to the teaching of college English courses. Information technology provides richer and more diversified teaching resources for university English teaching, including network teaching platform, multimedia teaching resources, online courses and so on. Information technology has brought more convenient and efficient teaching methods for college English teaching [7-10]. Students can learn through online learning, online communication and other ways, which effectively improves students’ learning enthusiasm. Information technology can also provide university English teaching with richer and more diversified assessment methods, such as online testing and voice assessment, which can better understand students’ learning situation and thus better teaching [11-14]. Relying on the Internet technology, university English teachers abandon the traditional and single mode of teaching and turn to use the teaching mode based on microclasses and interactive teaching [15-16].
Literature [17] takes non-English majors of Hunan Normal University as the research object, and after systematic teaching experiment design and comparative analysis of teaching results, it proves the effectiveness of the multiple interactive teaching mode in English teaching in colleges and universities. It is emphasized that in the age of information technology, the multiple interactive teaching mode opens up multiple forms of language learning, which is of great significance to English teaching in colleges and universities. Literature [18], under the background of information technology environment, takes students in colleges and universities as the experimental objects, based on the research method of multiple interactive teaching mode, verifies the effectiveness of multiple interactive teaching mode through the analysis of examples, which can enhance the relationship between teachers and students and improve the quality of English teaching. Literature [19] describes the advantages and disadvantages of computers, interactive tablets and other technical means, shows the effectiveness of their application in foreign language teaching, and emphasizes the necessity of applying information technology in foreign language teaching after several surveys of students in a college. Literature [20] based on the empirical method of network multimedia forms, explored the relationship between students and electronic media in college English, and the impact of different teaching modes on the effect of English vocabulary learning, which is aimed at constructing a multimedia interactive English teaching adaptation intervention model to expand the theory and method of learning adaptation. Literature [21] emphasizes that computer technology in language teaching can build an environment with interactive teaching and learning, and it is believed that students in higher education can likewise use this kind of teaching and learning in their future teaching and learning activities in order to improve the teaching and learning of foreign languages.
The literature [22] aims to study the application of interactive teaching methods in English language teaching activities. Methods of analysis, synthesis and comparison were adopted to discuss the theoretical aspects of using interactive teaching methods. The results of the study show the effectiveness of interactive teaching methods. Literature [23] creates a multifaceted interactive English teaching model based on teaching content and teaching strategies in order to improve the quality of teaching English. The method is able to optimize the allocation of teaching resources in order to create a data mining model technology of English teaching resources in the information environment, which can maximize the motivation of teachers and students. Create a more diversified and interactive teaching environment. Literature [24] developed an interactive online English teaching system based on Internet technology and used gray correlation analysis algorithm to evaluate the teaching quality of the system. The results indicate that the system can effectively improve students’ English learning. Literature [25] emphasizes the important role of information technology in English language teaching. It also discusses the need for multimedia technology in language teaching and the challenges encountered in the process, with the aim of making teachers aware of effective measures to improve English language teaching. Literature [26] reveals the application of interactive learning in English language teaching, cites examples of interactive technology and develops an analysis for the realization of interactive technology, emphasizing that interactive teaching methods include discussion, presentation, role-playing, and multimedia applications.
Diversified online platform is a product of the deep integration of information technology and education teaching, which is characterized by the enrichment of teaching resources, the authenticity of teaching situations, and the diversification of teaching means. In this study, we read and find the relevant literature on the interactive teaching of college English classroom with the help of information technology, and put forward the evaluation standard of the interactive teaching effect in college English classroom. After that, the teaching model and application path for interactive teaching of college English supported by multiple online platforms are proposed. After three practice teaching sessions for college students using this teaching mode, a questionnaire survey on their classroom performance and attitude was conducted, and the actual application effect was judged according to the results of the survey, which provides a reference for information technology-assisted education and teaching practice.
The conceptual diagram of the pluralistic online interactive English teaching model is shown in Figure 1. The multiple interactive online English teaching model [27-28] has a significant feature of multiple forms of interaction.The specific forms of interaction include human-computer interaction, interpersonal interaction, and resource interaction.Among them, interpersonal interaction includes student-student and teacher-student interactions.Each form of interaction can be further divided into real-time and asynchronous interactions according to the time of occurrence.For example, discussion in the classroom is a kind of real-time interaction between students and teachers, while teachers and students posting messages after class is an asynchronous interaction between both teachers and students. The form of resource interaction, i.e., resource-to-resource interaction, is a kind of resource transfer between teachers and students, and the interaction between teachers and students and platform resources. In addition, classroom teaching involves both explicit and implicit interactions. Such as teacher-student Q&A, teacher-student communication evaluation and other obvious ways of interaction, belong to the explicit interaction in the teaching process; the influence of external objective factors on the subjective emotional level or cognitive level of the English language learners generally belongs to the implicit interaction, such as guiding discourse and motivational discourse used by the teacher in teaching.
Multi-online interactive English teaching pattern concept diagram
The application path of the multiple interactive online Chinese teaching mode is as follows:
The realization of multiple interactive teaching modes in English online requires using network platforms as a medium. The first application path of the multiple interactive teaching mode is to complete the teaching by combining multiple platforms, i.e., to complete the preparation before teaching through content-based platforms and tool-based platforms, then to complete the process of teaching with the help of teaching-based platforms, and finally to complete the communication and interaction between teachers and students after the class through tool-based platforms. The schematic diagram of the application path for multiple online English interactive teaching modes is shown in Figure 2.
The application path of the multi-online interactive teaching mode
Taking a university in a city in Province A as an example, 200 students majoring in English from freshmen to seniors in the university were selected to adopt a multi-platform classroom interactive teaching mode facilitated by information technology. The questionnaire survey consists of two parts: evaluation of teaching interaction and evaluation of teaching effectiveness. Among them, three secondary indicators were set for the evaluation of teaching interaction: student participation, classroom atmosphere and teacher-student interaction; and three secondary indicators were set for the evaluation of teaching effect: task completion time, content accuracy and extracurricular expansion. The experiment was conducted three times, and the questionnaires were distributed to 200 students at the end of each experiment. The effective recovery rate of the questionnaires was 100%.
The Improved Flanders Interaction Analysis System (OFIAS) [29-30] is a classroom teaching interaction analysis system optimized on the basis of ITIAS. In this study, the full set of tools of the Improved Flanders Interaction Analysis System (iFIAS) was directly borrowed as the main tool for video classroom analysis, i.e., its specific coding system was directly used to record classroom teaching and learning interaction behaviors. Secondly, the raw coded data were analyzed using the iFIAS analysis program, and finally, the results were then examined in terms of teaching mode, classroom structure, teacher style, teacher-student emotions, teacher questioning and student-initiated speaking and responding, and the effectiveness of technology use.
QTI is a famous classroom interaction scale questionnaire in the world, through which we can analyze the interaction model of classroom teaching as perceived by the students in classroom teaching, and combine this questionnaire with Leary’s interaction theory to analyze the interaction of classroom teaching more powerfully and come up with a more perfect interaction model of classroom teaching. The reliability and validity of the QTI questionnaire have been verified by many researchers and scholars, so this paper does not analyze the reliability and validity of the questionnaire, and uses it directly as the questionnaire of this study, using the students of the sample school. In this study, to explore the interaction model of classroom teaching in the information technology environment, Leary’s interaction theory was mainly used in combination with the QTI questionnaire tool for analysis.
Analyzed from a macro perspective, the interaction and teaching effect between classroom teachers and students are largely influenced by the environment. Among them, the teaching effect is affected by the lag of education and cannot be judged in a short period of time. The teaching effect in this study pertains to the immediate effect of teacher-student interaction, not the final effect of the entire semester or stage.The environment is divided into implicit and explicit environments, touchable and perceivable objective environments, and subjective environments. In the following, we will focus on the “environment” as a broad scope and explore the factors that affect the classroom teacher-student interaction and teaching effectiveness.
In this paper, we will summarize the relationship dimension, personal dimension and system dimension from the factors affecting the classroom teacher-student interaction and its teaching effectiveness based on the actual situation of the students, and develop a questionnaire for some of these factors. The “relationship dimension” includes two factors: “teacher-student relationship and teacher-student interaction”. The “individual dimension” includes two factors: “learning attitude and participation”. The “system dimension” is the interaction effect and teaching effect of using IT media.
The relationship dimension includes “teacher-student relationship dimension”, “teacher-student interaction dimension” and “peer relationship dimension”. The items in the dimensions were designed and compiled on the basis of the classroom teaching interaction questionnaire in Li Qiying’s Case Study of Teacher-Student Teaching Interaction Behavior in an Informationized Environment. The personal dimension includes two dimensions: “Learning Attitude and Participation”. The Learning Attitude dimension is based on the Self-Declaration of Learning Attitude of Elementary and Middle School Students, which examines the students’ enthusiasm for learning English, their initiative, and motivation towards learning.Participation also reflects the interaction between the teacher and the student to a certain extent.The greater the students’ participation, the greater their ability to develop their thinking and expression skills, and the more effective the learning effect may be. The system dimension includes two dimensions: “the interactive effect of using IT media and the level of teaching”. The indicators of teacher-student interaction behavior in college English classroom teaching are shown in Table 1.
The interaction of teachers and students in English classroom teaching
| Primary dimension | Secondary dimension | The meaning of the content of the index | Students and students interactive evaluation indicators |
|---|---|---|---|
| Relational dimensions | Teacher-student relationship | The teacher’s preferences, trust and respect for the students’ behavior and behavior | I like the English teacher’s class. He/she is humorous and kind |
| I love my teacher and I trust my teacher’s words and actions | |||
| The teacher respects us very much, and the class is not at random | |||
| When you are in a class, you will be able to remind you in a gentle/gentle way | |||
| English classes are always active and humorous in class | |||
| The interaction between the teacher and the student | The type of interaction between teachers and students, students and students in the classroom | In class, the problem of meeting is the discussion with the English teacher | |
| In class, the teacher will communicate or guide myself | |||
| When small problems discuss problems, teachers will participate in the guidance | |||
| In class, I prefer to communicate with his classmates | |||
| My classmates gave me a clearer explanation of the problem than the teacher | |||
| My team is active in discussion, and different opinions can be solved by books, dictionaries or teachers | |||
| Individual dimension | Learning attitude | To face the learning and difficulty of English subject | I don’t want to listen to the questions in class |
| I find it difficult to learn English, not listen to the teacher and do other things in class | |||
| If I don’t have to have an English class, I will feel happy | |||
| I will be afraid of the English exam | |||
| Learning English can be absorbed in reading, answering, and not affected by the external environment | |||
| In English class, I will talk to my classmates and relax | |||
| Student participation in class | Students’ ability to participate in, cognitive and emotional participation | In this class I pay more attention to communicating with others | |
| In class, I always follow the teacher’s thoughts and think positively | |||
| The teacher can respond positively when asked, and the miss can actively participate in the discussion | |||
| When I get to English class, my speech will increase | |||
| The number of times I took active thinking in English class increased | |||
| The teacher talks about the knowledge of the issue of the issue | |||
| I never slept in English class | |||
| System dimension | Use the information technology media to interact | In the information environment, the transition of students’ classroom participation and motivation, and the teaching effect of the class | I will listen more carefully with multimedia/electronic whiteboards |
| I think using multimedia/electronic whiteboard class, the classroom will be more active, and the students and students will communicate more | |||
| Using multimedia/electronic whiteboard teaching, I have increased frequency with teachers or other students | |||
| I think it helps to improve my learning effect by using multimedia/electronic whiteboard classes | |||
| After using multimedia class, my failure was high | |||
| I will listen more carefully with multimedia/electronic whiteboards | |||
| Teaching effect | Through classroom learning, students can immediately reflect the learning effect | I like the classroom atmosphere of the class, which is satisfactory | |
| I know to do this class in class | |||
| We can all finish the classroom task assigned by the teacher | |||
| My English exam is very good | |||
| When the students asked me questions that they didn’t understand, I could answer questions for them | |||
| I don’t have to spend a lot of time studying English after class to understand the main points of knowledge in this lecture |
This paper investigates the percentage of teachers’ behaviors in the 10 areas of “A Lecturing, B Asking open-ended questions, C Asking closed-ended questions, D Linguistic assessment, E Organizing, F Coaching and Q&A, G Manipulating the content of the demonstration, H Presenting the students’ results, I Evaluating using the technology, and J Managing the classroom using the technology” in the multi-platform model of interactive teaching in an English language classroom. Teachers’ behaviors during the three practice sessions were investigated. The results of the survey on the interactive effects of teachers’ behaviors in the interactive teaching model of the English classroom using multiple platforms are shown in Figure 3. In the three experimental teaching activities, after interactive teaching using the multiple online platforms, as in the previous two experiments, the top three components of the interactive effect of teacher behaviors were verbal evaluation (30.07%, 32.72%, and 27.62%), lecture (24.23%, 17.78%, and 21.16%), and manipulative demonstration components (14.62%, 16.3%, and 14.89%). In addition, asking open-ended questions, asking closed questions, organizing and managing, coaching and answering questions, presenting student outcomes, using technology for assessment and using technology for classroom management all accounted for less than 10% of the teacher behavioral interaction effects, and the mean values of the teacher behavioral interaction effects content across the three practices were 9.78%, 9.67%, 7.31%, 6.83%, 3.89%, 9.11%, and 4.71%. As the difficulty of the content changes, teachers adjust their lessons accordingly. However, looking at the whole classroom situation, the effect of teachers’ behavioral interactions is still mainly based on encouraging evaluation and pointing and guiding, and the time in the classroom is more often handed back to the students, so that the students can take the initiative to learn and think through the interactions with the teacher, classmates, and technology.
The content of teacher behavior in the classroom interactive teaching model
Next, this paper investigates students’ speech behaviors (A1 reading aloud, A2 passive response, A3 active response, A4 active questioning, A5 communicating and discussing, and A6 evaluating) and behaviors of using the technology (B1 independent learning, B2 collaborative discussion, B3 sharing and presenting, and B4 evaluating) in the course of the three practices. The results of the percentage of students’ speech and use of each part of technology are shown in Figure 4. After interactive teaching using the multifaceted online platform, the results of the three practice tests showed that the highest percentage of students’ speech was mainly reading aloud (39.72%, 22.75%, and 21.02%) and responding positively (22.47%, 27.29%, and 31.06%). By comparing the first and second experiments, the application of incentives and diverse interaction methods led to a rise in the percentage of students’ active responses to 31.06% and the percentage of active questions to 7.64%. It can be seen that the teaching process of the English classroom through the combination of multi-platform online can motivate students to actively participate in the classroom interaction, actively answer questions, and make the classroom atmosphere more active. At the same time, in the three interactive English practice teaching processes, the mean percentage of the three practices of independent learning, cooperative discussion and sharing and presentation were 31.01%, 36.86% and 35.16% respectively, which still accounted for the highest percentage in the whole classroom learning process of the students. Obviously, the interactive teaching method of multi-platform combination mode with the help of information technology plays a great role in supporting students’ independent learning, cooperative discussion, sharing, and display.
The student’s speech and the use of the division of the technical accounting
This paper analyzes the effects of using a multifaceted online teaching platform facilitated by information technology on the overall teaching and learning process of classroom teaching interactions in three experiments. The “Teacher Behavioral Interaction Effectiveness Percentage (TBR), Student Behavioral Interaction Effectivity Percentage (SBR), Language Percentage (LP), and Technology Representation of the Use of Online Platforms (TROP)” in the teaching and learning process are analyzed. The findings of the overall English classroom interaction after utilizing the multilinear platform are shown in Figure 5. The effect of teachers’ behavioral interaction decreased from 58.27% in the first experiment to 24.36% in the third experiment; the effect of students’ behavioral interaction showed a slow increasing trend during the three consecutive experiments, with the proportion of 52.76%, 61.86% and 64.34% respectively. Overall, the effect of students’ behavioral interaction still accounted for a large portion of the classroom teaching and learning interactions, which indicated that the interaction in the multivariate online classroom fully embodied the principle of “teaching and learning with multiple linear platform”. This shows that the interactive teaching in the diversified online classroom fully embodies the teaching concept of “student-centered”. Because of the differences in session design, the proportion of language and technology used in classroom teaching shows an opposite trend. The use of language in the classroom decreases as technology is used more. In the three interactive teaching practices, the percentage of verbal use was 52.13%, 38.43%, and 31.26%, respectively, which accounted for a substantial decrease. In contrast, the use of technology increased significantly, with the percentage of information technology use during the three practices being 28.93%, 41.29%, and 56.15% respectively. There was a significant increase compared to the first observation. It indicates that the utilization of a diversified online teaching platform facilitated by information technology has been gradually integrated into the interactive process of English classroom teaching and has become an important support for enhancing classroom interaction.
The overall situation of classroom teaching interaction is investigated
As the main body of English learning, students’ evaluation of the teaching mode and its importance. Therefore, this paper conducts a survey on 200 students’ satisfaction with the multivariate interactive English teaching mode. By analyzing the results of students’ attitudes towards interactive teaching using the multivariate platform. The questions in the questionnaire were compiled from the satisfaction of four questions, namely, “Learning Situation (LS), Attitude toward the Implementation of Interactive Teaching and Learning on Multiple Online Platforms (ITMOP), Interactive Effectiveness (IE), and Platform Willingness Survey (PS)”, and the satisfaction was categorized into four grades, which were 1 unsatisfied, 2 indifferent, 3 relatively satisfied, and 4 very satisfied. The attitudes towards implementing interactive teaching and learning on the multifaceted platform were mapped. The results of the satisfaction survey on the attitude towards the implementation of interactive teaching on the multifaceted online platform are shown in Figure 6. The results show that 49.93% and 23.25% of the students believed that teaching English interactive courses using the multifaceted online platform was very helpful and very helpful to their learning situation, respectively. The fact that 80.51% of the students were satisfied with the implementation of the interactive teaching process on the multivariate online platform indicates that it is very meaningful to carry out such interactive teaching practices. The percentage of students who found interactive teaching based on the multivariate online platform very interesting and liked it was concentrated between 28.69% and 41.63%. Only 3.78% of the students were dissatisfied with the use of multivariate online interactive teaching mode, and 96.22% of the students did not object to this mode of teaching. The above data indicate that students have positive attitudes towards the implementation of interactive teaching based on the multivariate online platform.
The interactive teaching of multiple online platforms is satisfactory
Through the statistics of students’ willingness to continue to use the platform, the questionnaire was formulated from “Q1 Students’ willingness to use the Multi-dimensional Online Platform for interactive learning” and “Q2 Whether they are willing to continue to use the Multi-dimensional Online Platform for learning”, and the results were plotted. The results of students’ willingness to continue using the platform were plotted.The results of students’ willingness to continue using the platform were categorized into three groups: like, don’t like, and don’t care. Students’ willingness to continue using this platform is shown in Figure 7. It was found that 86.73% of the students were clearly “like” whether they liked the application of the multivariate online platform for interactive learning, and 12.05% had an indifferent attitude. The percentage of those who were willing to continue using the multifaceted online platform for learning in the future was 92.71%, while 3.54% had an indifferent attitude.Therefore, it shows that more than 85% of the students recognized the teaching mode after using the multivariate online platform for interactive learning and were willing to continue to apply it.This indicates that the learning model proposed in this paper is very helpful for the English learning process of college students. This shows that the application of the multivariate online platform interactive teaching mode in college English teaching with the help of information technology can not only improve the teaching efficiency, but also stimulate the students’ interest in learning and promote the overall development of students.
The students continue to use the will of this platform
Based on the characteristics of the pluralistic online platform English interactive teaching classroom, combined with the determination criteria of the pluralistic online platform English interactive teaching classroom, this paper puts forward the strategy of interaction in university English classes supported by the pluralistic online platform English interactive teaching classroom and applies it to the teaching practice of university English classes, and after three rounds of action research, the following conclusions are drawn:
The top three components of teachers’ behavioral interaction effects after using the interactive teaching of multiple online platforms are linguistic evaluation, lecturing and operational demonstration components, whose average percentages in the three experiments are 30.14%, 21.06% and 15.27%, respectively. In addition, the remaining seven components had less than 10% of the interactive effect of teacher behavior. In addition, after teaching with the multivariate online platform, the process of teachers encouraging evaluation, pointing, and guiding students increased, which improved students’ ability to learn and think actively. The use of multiple online platforms reduced the percentage of students’ reading aloud process from 39.72% in the first experiment to 21.02% in the third one, and the percentage of the process of actively answering questions increased by 8.59%. And the interactive teaching form of the multi-platform combined mode with the help of information technology made the percentage of students in independent learning, cooperative discussion and sharing and presentation reach 31.01%, 36.86% and 35.16% respectively. Obviously, teaching using this learning mode can motivate students to actively participate in classroom interactions, actively answer questions, and make the classroom atmosphere more active. After the interactive teaching of English on the multifaceted online platform, the percentage of behavioral interaction effect of teachers’ participation decreased by 33.91% from the first to the third time; while the percentage of students’ behavioral interaction effect increased from 52.76% to 64.34%. Obviously, the utilization of a diversified online teaching platform facilitated by information technology has been gradually integrated into the interactive process of English classroom teaching and has become an important support for enhancing classroom interaction. 80.51% of the students remained satisfied with the entire interactive teaching implementation process of the diversified online platform; 96.22% of the students had a positive attitude towards the use of the diversified online interactive teaching mode. At the same time, more than 85% of the students like and want to continue using the multivariate online platform for interactive learning.