JIANG Xinxin, graduated with a Master's degree in English Teaching from the University of Leeds, UK. With 16 years of teaching experience in School of Foreign Studies at Harbin Engineering University, she has been dedicated to research in English teaching methods and pragmatics. Accumulating rich preliminary research results, she has focused on English teaching reform and curriculum ideology in recent years, staying attuned to cutting-edge theories in the field and amassing a wealth of knowledge through extensive review of domestic and international literature. She has conducted extensive research on issues such as the setting of public English courses for graduate students, teaching models, curriculum ideology, teaching evaluation, and faculty development. She lectures on various courses, including 'Academic Communication English for Graduate Student,' 'English-Speaking Countries' Society and Culture,' and 'Graduate Second Foreign Language (English),' . With her primary research focus on applied linguistics, English teaching methods, and second language acquisition, She has led and participated in multiple provincial and university-level research projects, published several monographs, and publish some papers in academic journals.
The landscape of English language education in university settings is undergoing a profound transformation in the digital age. This paper explores the changing roles of university English teachers as they adapt to the digital context, where technology and online resources have become integral to language learning. In this era of information accessibility and interconnectedness, the role of the English teacher is no longer limited to that of a mere knowledge transmitter; instead, they are evolving into facilitators, guides, and mentors in the language learning process. This study delves into the key factors driving this transformation, such as the proliferation of digital platforms and tools, the democratization of information, and the demands of a diverse student body. The integration of digital resources into the classroom has expanded the opportunities for personalized and self-directed learning, with teachers assuming the role of curators and supporters of these digital learning journeys. Moreover, the development of digital assessment methods allows teachers to provide timely and constructive feedback, fostering a dynamic learning environment. The paper also highlights the challenges university English teachers face in this evolving landscape, including the need for continuous professional development and the management of information overload. It calls for a reevaluation of pedagogical approaches, emphasizing the importance of fostering critical thinking, digital literacy, and intercultural communication skills. Ultimately, this paper underscores the necessity for university English teachers to embrace their evolving roles as digital learning facilitators, enriching the educational experience in the digital context.
Title: On the Transformation of University English Teachers' Roles in the Digital Context
The landscape of English language education in university settings is undergoing a profound transformation in the digital age. This paper explores the changing roles of university English teachers as they adapt to the digital context, where technology and online resources have become integral to language learning. In this era of information accessibility and interconnectedness, the role of the English teacher is no longer limited to that of a mere knowledge transmitter; instead, they are evolving into facilitators, guides, and mentors in the language learning process. This study delves into the key factors driving this transformation, such as the proliferation of digital platforms and tools, the democratization of information, and the demands of a diverse student body. The integration of digital resources into the classroom has expanded the opportunities for personalized and self-directed learning, with teachers assuming the role of curators and supporters of these digital learning journeys. Moreover, the development of digital assessment methods allows teachers to provide timely and constructive feedback, fostering a dynamic learning environment. The paper also highlights the challenges university English teachers face in this evolving landscape, including the need for continuous professional development and the management of information overload. It calls for a reevaluation of pedagogical approaches, emphasizing the importance of fostering critical thinking, digital literacy, and intercultural communication skills. Ultimately, this paper underscores the necessity for university English teachers to embrace their evolving roles as digital learning facilitators, enriching the educational experience in the digital context.