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国际教育学

International Journal of Education

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International Journal of Education. 2025; 7: (4) ; 10.12208/j.ije.20250144 .

Technology-empowered English teaching in compulsory education of ethnic minority areas
少数民族地区义务教育阶段技术赋能英语教学的调查研究

作者： 管媛媛 *, 顾月诗凡

盐城师范学院 江苏盐城

*通讯作者： 管媛媛,单位：盐城师范学院 江苏盐城；

引用本文: 管媛媛, 顾月诗凡 少数民族地区义务教育阶段技术赋能英语教学的调查研究[J]. 国际教育学, 2025; 7: (4) : 70-78.
Published: 2025/4/20 11:15:14

摘要

技术赋能英语教学是指运用现代信息技术手段，如互联网、人工智能、大数据等，为英语教学提供支持和服务的教学模式。近十年来该领域虽然受到了广泛关注，但研究大多集中在东部沿海等发达地区和高等教育阶段，对西部边远少数民族地区和义务教育阶段的研究相对较少。本文旨在通过问卷和访谈调查少数民族地区义务教育阶段英语课程技术赋能教学的现状，了解学生和教师对将科技融入英语教学的看法，为我国的教育数字化和教育公平政策的实施和发展提供启示。结果显示：（1）多数老师能够熟练地将电子白板、课件和视频播放等技术应用于课堂活动中。（2）教师和学生普遍认为技术有效地促进了教学过程，提高了教学效率和学习成果。（3）对英语学习有较高兴趣的学生更趋于认可技术在他们英语学习中的积极作用。文章最后从教学、技术和政策等方面对该地区的技术赋能英语教学实践提供了建议。

关键词： 技术赋能英语教学；少数民族地区；义务教育学段；学习兴趣；学习效果

Abstract

Technology-empowered English teaching is a teaching model that utilizes modern information technologies, including the Internet, artificial intelligence, big data, etc., to offer assistance and services for English instruction. Although the body of relevant researches has been on the rise in the past decade, they have focused on its application in eastern areas and tertiary education sector. There has been scarce literature on the development of technology-empowered English teaching in the compulsory education stages in the western region. Therefore, adopting a mixed-method approach, this study aimed to investigate the status quo of technological integration into English teaching in primary and junior high schools in Xinjiang and explore students’ and teachers’ perceptions about their experiences with this practice and its impact, and ultimately provides insight into the development of digitalisation and equity of education in the country. The analysis of the data yielded the following findings: Firstly, the current status is characterized by the widespread utilization of advanced tools such as whiteboards, courseware, and video playback, particularly by the majority of teachers operating at an elevated level. Secondly, both the teachers and students concurred that despite the occasional trouble-shooting issues with equipment and software, the utilization of technology facilitated the process of English teaching and learning and contributed to the enhancement of English proficiency. Lastly, students with higher interest in English perceived moderately greater positive impact of technology on improving their English abilities. The study concluded with pedagogical, technological, and administrative implications.

Key words： Technology-empowered English teaching; Ethnic minoritiy areas; Compulsory education sector; English learning interest; Impact on learning

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