An Engagement-Oriented Teaching Model for College English in the AI Era

Abstract : Artificial intelligence (AI) is increasingly used in College English teaching through AI tools, online learning platforms, automated feedback, speech practice, and digital learning resources. However, the effectiveness of technology-enhanced teaching depends on how technology is integrated into classroom teaching and whether it promotes students’ learning engagement. When technology use is not closely connected with teaching objectives and appropriate teaching strategies, students’ participation may remain at a surface level. Therefore, this conceptual paper examines how digital technologies, including AI tools, can be integrated with different teaching strategies to support students’ learning engagement in College English classrooms. Based on Learning Engagement Theory, Self-Determination Theory, the Input and Output Hypotheses, and related studies on College English teaching, the paper develops an integrated teaching model that combines interactive teaching, technology-enhanced teaching, and task-based teaching. The model explains how the three teaching strategies can support emotional, cognitive, and behavioral engagement. Interactive teaching can increase students’ interest, enjoyment, and sense of belonging through teacher-student and student-student interaction. Technology-enhanced teaching can provide learning resources, immediate feedback, and support for deep thinking and self-directed learning. Task-based teaching can encourage students to participate in classroom activities, complete meaningful language tasks, and use English for communication. The paper proposes five teaching principles and a five-stage teaching process for College English classrooms in the AI era. It concludes that technology should serve teaching objectives and students’ learning needs. Teachers should combine different teaching strategies, guide students to use AI responsibly, and evaluate both learning processes and learning outcomes.