ArticleMulti-perspective Studies of Foreign Languages Learning http://dx.doi.org/10.26855/tfll.2025.08.029
Innovation Paths and Empirical Study of the Digital Empowerment-based “Dual-line” Integrated Teaching Model for College English: A Practical Exploration Based on the Interactive Teaching Mechanism of Hubei University of Chinese Medicine
Lu Liu
School of Foreign Languages, Hubei University of Chinese Medicine, Wuhan 430060, Hubei, China.
*Corresponding author: Lu Liu
This work was supported by Hubei Provincial-Level Teaching Research Project for Colleges and Universities — “Establishment and Application Research of a New ‘Dual-Line’ Integrated College English Teaching Model Based on Interactive Teaching Mechanism”.
Published: September 26,2025
Abstract
To address the problems of "disconnection from professional needs" and "superficial application of digital tools" in English teaching at colleges and universities of Chinese medicine, this study took 2022-cohort students majoring in Clinical Medicine and Nursing at Hubei University of Chinese Medicine as research subjects. Based on constructivism, connectivism, and the Technology Acceptance Model (TAM), it constructed a digital empowerment-based "dual-line" integrated college English teaching model featuring "digital empowerment - professional adaptation - dynamic interaction". A one-year controlled experiment (n=200) was conducted, introducing digital tools such as AI intelligent tutoring and a medical English SPOC (Small Private Online Course) resource library. Data were statistically analyzed using SPSS 26.0, and the model’s effectiveness was verified through semi-structured interviews and learning behavior analysis. Results showed that the Experimental Group (adopting SPOC + mind mapping + AI tu-toring) achieved significantly higher scores in formative assessment (81.5±7.2) and final assessment (78.6±8.3), Additionally, Clinical Medicine students demonstrated higher satisfaction with the "medical English module" (89.2±6.5) than Nursing students (82.5±7.3) (P<0.05). The study concludes that the digital empowerment-based "dual-line" model can improve learning effects through three-dimensional interaction (resource, teaching, and evaluation), and it is necessary to optimize the adaptability of digital tools in line with professional characteristics. This research provides practical references for the digital transformation of English teaching in higher education institutions of Chinese medicine.
Keywords
Digital Empowerment; College English; Dual-Line Integration; Interactive Teach-ing Mechanism; Colleges and Universities of Chinese Medicine
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How to cite this paper
Innovation Paths and Empirical Study of the Digital Empowerment-based “Dual-line” Integrated Teaching Model for College English: A Practical Exploration Based on the Interactive Teaching Mechanism of Hubei University of Chinese Medicine
How to cite this paper: Lu Liu. (2025). Innovation Paths and Empirical Study of the Digital Empowerment-based “Dual-line” Integrated Teaching Model for College English: A Practical Exploration Based on the Interactive Teaching Mechanism of Hubei University of Chinese Medicine. Translation and Foreign Language Learning, 1(1), 181-186.
DOI: http://dx.doi.org/10.26855/tfll.2025.08.029