Construction and empirical study of an interactive teaching model for college English driven by technology enhancement and task orientation-an integrated analysis based on 8 empirical literatures

To address the key challenges in current college English teaching—disconnection between technology and instruction, separation of tasks from interaction, and detachment of assessment from process—this study integrates three core elements: interactive teaching, technology-enhanced teaching, and task-based teaching based on 8 domestic and international empirical literatures on college English teaching. It constructs an integrated teaching model characterized by “tasks as the framework, technology as the carrier, and interaction as the essence”. Through literature content extraction, empirical data comparison, and tool function adaptation, the study identifies three key findings: 1) The “pre-task, during-task, post-task” framework of task-based teaching provides a natural structure for interaction, while technological tools (e.g., Chaoxing Learning Platform, Tencent Meeting, Google Docs) can break down temporal and spatial barriers to interaction; 2) Localized tools (Chaoxing Learning Platform, DingTalk) are more compatible with the academic management needs of Chinese colleges and universities, whereas international tools (Google Docs, Wiki) are suitable for cross-border collaboration scenarios; 3) This model can improve students’ listening scores by 12%, speaking scores (role-play) by 5.1%, and reduce grammatical errors in writing by 15% (based on empirical data from the literatures). This research provides an operable model reference and technology adaptation plan for the reform of college English teaching.

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