<abstract xmlns="http://www.w3.org/1999/xhtml">
<p>After modern information technology with the computer network as the core has entered the practice of college English teaching, the traditional college English teaching mode has undergone many changes and has brought confusion and challenges to English teaching. To this end, this study addresses the current situation of the reform practice of English teaching in colleges and universities and applies the relevant theories of foreign language teaching to elaborate and justify the multiple interactive teaching modes of English in colleges and universities under the information technology environment. The LDA-WO model is constructed in this paper, and students’ performance in the selected experimental and control classes before and after the multi-interactive teaching is analyzed and studied. The results of the analysis showed that the Z-values of students’ independent learning in the experimental class were 2.67, 3.78, 4.25, 3.17, and 5.61, all &lt; Z<sub>0.05</sub> = 1.96, which means that the student’s independent learning in the experimental class had improved significantly after the experiment, and there was a significant difference compared with the control class. In conclusion, the multi-interactive teaching model has a certain improvement effect on college students’ English listening and speaking ability, literacy ability, and strategy useability. </p>
</abstract>

After modern information technology with the computer network as the core has entered the practice of college English teaching, the traditional college English teaching mode has undergone many changes and has brought confusion and challenges to English teaching. To this end, this study addresses the current situation of the reform practice of English teaching in colleges and universities and applies the relevant theories of foreign language teaching to elaborate and justify the multiple interactive teaching modes of English in colleges and universities under the information technology environment. The LDA-WO model is constructed in this paper, and students’ performance in the selected experimental and control classes before and after the multi-interactive teaching is analyzed and studied. The results of the analysis showed that the Z-values of students’ independent learning in the experimental class were 2.67, 3.78, 4.25, 3.17, and 5.61, all < Z0.05 = 1.96, which means that the student’s independent learning in the experimental class had improved significantly after the experiment, and there was a significant difference compared with the control class. In conclusion, the multi-interactive teaching model has a certain improvement effect on college students’ English listening and speaking ability, literacy ability, and strategy useability.

A Study on Multiple Interactive Teaching Models of English in Universities under Information Technology Environment 

The Normal school, Guang’an Vocational & Technical College

Applied Mathematics and Nonlinear Sciences

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