Reform of College English Teaching Model: Embracing Mobile-Assisted Collaborative Language Learning

Abstract

Aims: This study aimed to explore the reform of the mobile-assisted collaborative language learning teaching model in college English. Its intention was to address the existing problems in current college English classroom teaching and enhance teaching quality and students' comprehensive English abilities. Methodology: Operating in the context of college English teaching practice, the study employed a combination of theoretical analysis and practical case studies. It elaborated on the construction and implementation details of the teaching model, covering pre-class preparation, classroom teaching, and after-class extension stages. Results: The mobile-assisted collaborative language learning teaching model devised a logically rigorous operational framework, integrating mobile and collaborative learning. It provided precise learning resources, reasonable classroom grouping, innovative after-class tasks, and a scientific evaluation system. A mobile-assisted learning mode effectively broke the traditional teaching deadlock, met students' personalized needs, created ample practice opportunities, and significantly improved teaching outcomes. Conclusion: This is the first case study on embracing mobile-assisted collaborative language learning in China. The reform of this teaching model has achieved remarkable results. It can improve learners’ English performance and the learning motivations. However, continuous attention and improvement in aspects such as resource update, teaching process optimization, and evaluation system refinement are still required to better serve college English teaching and students' development.