Author(s)

Qihang Zhai ¹

Affiliation(s)

¹ Department of Foreign Languages, Nanchong Vocational and Technical College, Nanchong, Sichuan, 637131, China

Corresponding Author

Qihang Zhai

ABSTRACT

Deep learning in English language teaching is expressed in whether students' thinking can follow or even break through the teacher's guidelines, whether language skills can rise to the level of cultural awareness, and whether the system of knowledge can be structured and logicalized. This requires teachers to focus on improving learners' thinking skills and creative abilities in the classroom so that they can become independent learners in the true sense of the word, and through this ability to promote their overall English language proficiency. Achieving deep learning, in terms of thinking development, relies on teachers alternating between a variety of teaching methods; there is no one method to which deep learning is particularly applicable, and no deep learning in particular needs to be eliminated. Different modes of teaching and learning can produce different results in the classroom process, but all are inseparable from certain teaching methods. Achieving deep learning is not a matter of choosing a single teaching method, but of becoming skilled in a certain teaching method. Teachers can only transform themselves from simply imparting knowledge to teaching methods and theories. This requires teachers to make constant breakthroughs in their teaching techniques, and it also requires theorists to remove the biases in their teaching techniques and to conduct more specific, in-depth research. This requires not only that teachers continue to make breakthroughs in teaching techniques, but also that theorists remove their prejudices and conduct more specific and in-depth research on teaching techniques. In response to the above problems, this paper uses three research methods: classroom observation, questionnaire survey and experimental method to address the above problems. Through classroom observation and questionnaire survey, it is found that there are problems in English learning such as inactive learning, insufficient depth of learning, weak transfer and use of knowledge, and the effect of teaching knowledge is hardly proportional to the internalisation effect of learners' absorption. Using deep learning theory as a guide, the teaching design was combined with English teaching materials, and the application of vocabulary teaching design under the guidance of deep learning theory was investigated through experimental research method and classroom observation method. The following conclusions were drawn from the study: Firstly, students' motivation to learn English under the guidance of deep learning theory has increased. Secondly, students' interest in learning English under the guidance of deep learning theory has increased. Third, students' English learning efficiency under the guidance of deep learning theory has improved. Fourthly, students' thinking skills have improved under the guidance of deep learning theory. All these show that English teaching under the guidance of deep learning theory is effective. Finally, teachers' teaching strategies are proposed with the guidance of deep learning theory.

KEYWORDS

Deep Learning, English Language Teaching, Instructional Design, Teaching Activities

CITE THIS PAPER

Qihang Zhai, A Study on the Design of English Language Teaching Activities Based on Deep Learning. Advances in Vocational and Technical Education (2023) Vol. 5: 46-52. DOI: http://dx.doi.org/10.23977/avte.2023.050308.

REFERENCES

[1] Haug B S, Mork S M. (2021) Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100(2): 103286.
[2] Chand S P. (2022) Teacher Perception, Practices, and Attitudes Towards Approaches To Learning. Journal of Positive School Psychology, 16(3): 10004-10015.
[3] Nehra Nikita, and Rajesh Mehrotra. (2022) "Impact of Smartphone Addiction on Academic Performance of Adolescents in Rajasthan. Journal of Positive School Psychology, 18(6): 9139-9149.
[4] Gao Donghui, Yu Hongbo. (2019) 40 years of "deep learning" research in the United States: a review and mirror. Foreign Educational Research, (01):16.
[5] Abdi A, Shamsuddin S M, Hasan S, et al. (2019) Deep learning-based sentiment classification of evaluative text based on Multi-feature fusion. Information Processing & Management, 56(4): 1245-1259.
[6] Cheng Y, Cai Y, Chen H, et al. (2021) A cognitive level evaluation method based on a deep neural network for online learning: from a bloom’s taxonomy of cognition objectives perspective. Frontiers in psychology, 12(2): 661235.
[7] Adeniji S M, Baker P, Schmude M. (2022) Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education. EURASIA Journal of Mathematics, Science and Technology Education, 18(6): em2119.
[8] Qasrawi R, BeniAbdelrahman A. (2020) The Higher and Lower-Order Thinking Skills (HOTS and LOTS) in Unlock English Textbooks (1st and 2nd Editions) Based on Bloom's Taxonomy: An Analysis Study. International Online Journal of Education and Teaching, 7(3): 744-758.
[9] Li Y, Chen S, Chen H. (2022) Study on the Logical Reasoning Ability Development of Junior High School Students Based on SOLO Taxonomy. Research and Advances in Education, 1(2): 1-6.
[10] Babakr Z, Mohamedamin P, Kakamad K. (2019) Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3):12.
[11] Liu D. (2023) Instructional evaluation of Music Course in Elementary and Secondary Schools based on SOLO Theory. International Journal of Education and Humanities, 6(1): 166-169.
[12] Kümmel E, Moskaliuk J, Cress U, et al. (2020) Digital learning environments in higher education: A literature review of the role of individual vs. social settings for measuring learning outcomes. Education Sciences, 10(3): 78.
[13] Miracle J W. (2013) Higher education in the creation of individual social capital: A student organization ethnography. University of Pittsburgh.
[14] Aula H, Siltaoja M. (2021) Praised from birth: social approval assets in the creation of a new university. Baltic Journal of Management, ahead-of-print (ahead-of-print).
[15] Ooi N, Laing J, Mair J. (2015) Social capital as a heuristic device to explore sociocultural sustainability: a case study of mountain resort tourism in the community of Steamboat Springs, Colorado, USA. Journal of Sustainable Tourism, 23(3):417-436.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Adult and Higher Education