Intelligent English teaching model and its application in Chinese universities (in English)

sible impact. “Integration of learning and application” places great emphasis on the role of language application in language teaching and learning, combining learning and application at the same time. The pedagogical assumptions of “Output-driven”, “Input-enabling”, “Selective learning” and “Assessments for learning” are the theoretical basis for classroom teaching [8, p. 387]. OA emphasizes not only the output-driven role, but also the effect of language input. It closely combines input learning and output utilization, and links them together to promote effective learning. Under the guidance of teachers and with the orientation of “output”, the teaching process consists of three stages:“Mo-tivating-Enabling-Assessing”, which are the actual carriers for realizing the teaching concept and testing the teaching assumptions, as well as the steps and means of concrete implementation [ 0, p. 4].

Innovation. According to the conclusions of a number of Chinese re- searchers, intelligent teaching models is “a high-end form of digital environment that can sense the learning situation and recognize the characteristics of learners, provide appropriate learning resources and convenient interactive tools, automatically record the learning process and measure the learning outcomes, and promote effective learning for the ultimate goal of learners” [3, р. 76]. This research is committed to realizing the integration of online and offline teaching, and creating a new intelligent teaching model of college English through the deep integration of roduction-ori-ented method and intelligent teaching methods.

Unlike other instructional approaches for language learning, the

OA starts teaching with language production and ends with production while input serves as an enabler to help accomplish productive activities. The “teaching process” elaborated by Wen Qiufang in the “output-oriented method” is not only the car- rier to realize the “teaching concept” and test the “teaching hypothesis”, but also the step and means to realize the teaching goal of OA, which provides an effective theoretical basis for English classroom teaching and builds a perfect teaching framework. The innovation of this paper consists in the design and practice of intelligent teaching models of English teaching, based on the teaching theory of “ ro-duction-oriented Approach” and with the help of Unipus intelligent learning platform.

Theoretical Foundations. Chinese scholars have conducted researches on the design of the future classroom, the construction of the intelligent platforms, and the teaching strategies and cases of intelligent learning environments in intelligent teaching; foreign scholars have paid more attention to the application cases of the intelligent teaching models, the researches on the teaching effects, the development of the functions, and the innovative teaching and learning, etc. For example, Kwok argued that the impact of intelligent teaching on the students tends to be positive and enhances the degree of learning participation, learning motivation and learning interaction. Some scholars have studied students’ attitudes and experiences in intelligent learning environments [ , р. 0 ]. Ozyurt pointed out that students are willing to use more technical support in the classroom, and hope that they will receive individualized attention in the classroom [2, p. 726]. All of the above studies on intelligent teaching lack pedagogical or theoretical support to provide actionable technological methods and implementation programs for teachers and teaching researchers.

Discussion and Results. In this study, we take the teaching concept of “ roduction-oriented Approach” as the theoretical support, and construct an intelligent teaching model of college English based on Unipus Unipus is an online-learning software developed by China Foreign Language Teaching and Research ress in cooperation with its various English textbooks, which can provide an interactive experience of learning, practicing, testing and evaluating for teachers and students in colleges and universities. For the online teaching of college English, Unipus platform can provide a variety of intelligent teaching tools to assist the smooth implementation of online teaching It explores OA teaching strategy for Chinese college English, i.e. motivating; enabling; assessing. The teaching process is a trinity interactive cycle.

During the motivating session, teachers should design tasks with potential communicative tasks that are in line with the themes and objectives of the teaching, the students’ interests, linguistic and cognitive levels, and that will help to motivate the students to learn. When students try out the tasks initially and realize their shortcomings, they will feel “hungry”.

In the first step, teachers should present communicative scenarios on Unipus platform, such as some interesting cultural introductions, video clips, hot news, etc. which can be used as a warming-up. In the second step, students try to complete the communicative activities. They can complete one or more comprehensive oral and written tasks according to the communicative scenarios provided, and submit the electronic output work on Unipus platform. The third step is to study the micro-lecture video about the teacher’s explanation of teaching objectives and output tasks on Unipus platform. Completing the whole motivation before class can expose students to the richer input materials, further stimulate students’ “hunger” for learning, drive them to actively seek answers to their questions in class, lay a good foundation for the next output tasks, and at the same time give the teacher more time to guide students to complete the enabling stage.

The enabling part “follows on from the motivating part,and its main task is to facilitate the achievement of the output targets. After the initial attempt to produce output in the motivating part, students can recognize their own shortcomings and initially understand the final output tasks of the unit” [5, p. 2]. Then teachers provide students with targeted input materials according to their own characteristics and their performance in the motivating stage, organize a series of related teaching activities, and provide students with appropriate guidance to help them complete the final output tasks. At the same time, the application of the intelligent learning platforms such as Unipus can effectively improve the efficiency of the enabling stage.

Specifically, teachers can first release the final output assignments on Unipus platform, and then introduce in detail the methods and processes for completing the output tasks and explain the basic knowledge required for completing the tasks in the teaching process. After that, some materials required for completing the assignment, such as relevant sample sentences, examples, audio and video, etc., are released in Unipus for stu- dents to learn from, and then a series of relevant tasks, such as discussions, assignments, tests, etc., are assigned in Unipus platform as sub-tasks of the final output assignment, and students are supervised and guided to complete the tasks, and finally led to achieve the motivating objectives.

Assessing part includes the assessments of the results of the various sub-tasks of the enabling part, as well as the results of the final outputs. Talking about the problem Qiu Lin emphasized that “there are two kinds of assessment of outputs, which are categorized into immediate assessment and delayed assessment” [4, p. 407], we can see that immediate assessment enables teachers to grasp the rhythm of the lesson and adjust the difficulty of the task and the arrangement of teaching activities at the right time, so as to realize efficient teaching. Delayed assessment refers to the teacher’s assessment of the results of students’ after-class practice.

Specifically, teachers first need to develop assessment criteria and assessment steps that are appropriate to the content. Then through Unipus learning platform, teachers can give students sub-task instant assessment, and guide students to conduct instant mutual online-assessment, such as arranging students to leave comments to each other on Unipus discussion forums, and so on. After the students’ mutual evaluation, the teacher summarizes and evaluates the students’ task results and assessment results, pointing out the common problems of the students. When students complete the final output tasks and submit the output results to Unipus platform, the teacher will revise, comment and score each student’s work on Unipus to complete the final assessment

The assessment may consist of six major items, including: attendance, homework assessment, teacher assessment, group mutual assessment, participation assessment and test assessment. (Comprehensive grade = 0 % attendance + 20 % homework assessment + 20 % teacher assessment + 0 % group mutual assessment + 20 % parti-

МОДЕЛЬ ИНТЕЛЛЕКТУАЛЬНОГО ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ И ЕЕ ПРИМЕНЕНИЕ В КИТАЙСКИХ УНИВЕРСИТЕТАХ cipation assessment + 20 % test assessment). Focusing on students’ process assessment and output assessment can actively mobilize students’ daily learning and participation, and better achieve the expected teaching results

Practical Significance. The intelligent learning platforms can change the situation when students think the knowledge point is boring and the input method is single. In addition, the language materials carefully prepared by teachers can be effectively and conveniently released through the learning platform, and students can view the materials at any time, which breaks the limitations of time and space in traditional classrooms The language exams at the enabling part can be completed on the intelligent platform, and the exam results and language level of students can be seen at a glance, which is also convenient for organizing and analyzing the data at the assessment stage

Reflection. The rational application of intelligent software improves the effectiveness of foreign language classroom teaching. Research shows that mobile devices can be an effective tool to assist classroom teaching. This study found that although mobile devices in foreign language classroom teaching may cause distraction, it has obvious advantages in improving learning interest and classroom engagement, and should be actively guided and utilized so that it can become an assistant to promote classroom learning effectiveness.

Teachers should design creative and effective activities on the intelligent platforms. This study found that interest, participation and cognitive challenge are important influences on classroom engagement Therefore, “the principles of interest, engagement and cognitive challenge should be followed accordingly when designing classroom teaching activities supported by intelligent software The application of intelligent platforms for classroom teaching should not remain at the level of simple replacement of traditional teaching methods” [7, p. 397]. The application of intelligent platforms should help to innovate teaching methods and lead the classroom teaching model from “teacher-centered” to “student-centered”.

Conclusion. The design of intelligent teaching model based on OA should follow the basic process of “motivating, output-enabling, input-cooperative assessment” [9, p. 37]. In the aspect of English teaching, this study also plays a driving role in English teaching. It is still necessary to further explore the combination of intelligent classroom means and students’ autonomous learning ability, which provides a new idea and way for effectively improving the development of English teaching quality This study constructs a model experimental class under the mode of Unipus based on the concept of OA, expecting that this innovative intelligent classroom model can provide a new teaching path for some schools with hardware and software facilities. More teachers in English listening and speaking classes, reading and writing classes, translation classes and other diversified classes are expected to promote the application