<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The application of artificial intelligence technology in language learning, especially English teaching, is subverting the traditional learning mode. This paper discusses in depth the innovative strategies of English practical teaching in higher vocational colleges. It introduces an AI-assisted teaching system that synthesizes the reasoning mechanism, the student independent learning system and the mathematical model of knowledge forgetting. Through practical application, this study verifies the effectiveness of the system. The results showed that the grades of all students who used the AI system and had an average score of more than 60 did not decrease. There was a significant linear relationship between students’ engagement and grade improvement, indicating that the more serious the students were, the more influential the grade improvement was. In addition, there is a positive correlation between exam difficulty, passing rate and the number of high scores, and a negative correlation with the number of scores below 60, which verifies the reasonableness of the correlation coefficient. Students’ foreign language learning pleasure, burnout and self-efficacy have significant mean differences between the two classes, with p-values less than 0.05, indicating substantial differences. These findings confirm the effectiveness of the AI-assisted teaching system and provide valuable references for future teaching models.</p>
</abstract>

The application of artificial intelligence technology in language learning, especially English teaching, is subverting the traditional learning mode. This paper discusses in depth the innovative strategies of English practical teaching in higher vocational colleges. It introduces an AI-assisted teaching system that synthesizes the reasoning mechanism, the student independent learning system and the mathematical model of knowledge forgetting. Through practical application, this study verifies the effectiveness of the system. The results showed that the grades of all students who used the AI system and had an average score of more than 60 did not decrease. There was a significant linear relationship between students’ engagement and grade improvement, indicating that the more serious the students were, the more influential the grade improvement was. In addition, there is a positive correlation between exam difficulty, passing rate and the number of high scores, and a negative correlation with the number of scores below 60, which verifies the reasonableness of the correlation coefficient. Students’ foreign language learning pleasure, burnout and self-efficacy have significant mean differences between the two classes, with p-values less than 0.05, indicating substantial differences. These findings confirm the effectiveness of the AI-assisted teaching system and provide valuable references for future teaching models.

Research on the Integration Path and Practice of AI Intelligent Technology and English Teaching Reform in Higher Vocational Colleges and Universities

North China University of Science and Technology

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The application of artificial intelligence technology in language learning, especially English teaching, is subverting the traditional learning mode. This...

Research on the Integration Path and Practice of AI Intelligent Technology and English Teaching Reform in Higher Vocational Colleges and Universities

Pubblicato online: 26 feb 2024

Pagine: -

Ricevuto: 10 gen 2024

Accettato: 15 gen 2024

DOI: https://doi.org/10.2478/amns-2024-0442

Parole chiave
Independent learning, Artificial intelligence, Reasoning mechanism, AI-assisted teaching, Teaching reform

© 2024 Junli Yu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Research on the Integration Path and Practice of AI Intelligent Technology and English Teaching Reform in Higher Vocational Colleges and Universities

Pubblicato online: 26 feb 2024

Pagine: -

Ricevuto: 10 gen 2024

Accettato: 15 gen 2024

DOI: https://doi.org/10.2478/amns-2024-0442

Parole chiaveIndependent learning, Artificial intelligence, Reasoning mechanism, AI-assisted teaching, Teaching reform

© 2024 Junli Yu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Parole chiave
Independent learning, Artificial intelligence, Reasoning mechanism, AI-assisted teaching, Teaching reform