The effectiveness of AI-based classroom activity design in college English instruction in China
Haiyan Wu
Sultan Idris Education University
Azli Bin Ariffin
Sultan Idris Education University
DOI: https://doi.org/10.59429/esta.v13i1.13383
Keywords: artificial intelligence (AI); classroom activity design; college English teaching; teaching effectiveness; personalized learning
Abstract
With the acceleration of educational digital transformation and the deepening of college English teaching reform, artificial intelligence (AI) technology has provided a new practical path for classroom activity design. Taking college English teaching in China as the research scenario, this paper focuses on AI-driven classroom activity design. By analyzing its core characteristics and teaching adaptability, it explores its effectiveness in enhancing learning participation, realizing personalized teaching, and optimizing the evaluation system, while examining practical challenges such as insufficient technology adaptation, homogeneous activities, and inadequate teacher literacy. On this basis, it proposes optimization paths including a "technology-goal-discipline" three-dimensional adaptation framework, a teacher literacy improvement system, and data ethics norms. The study holds that AI-based classroom activity design must take teaching goals as the core and balance technology application with the essence of teaching to provide sustainable support for improving the quality of college English teaching.
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