Construction and Practice of English Teaching Methodology Based on AIAS Model

Abstract

Against the backdrop of rapid development in artificial intelligence and intelligent educational technology, English teaching urgently needs to shift from the traditional model focused on knowledge transmission and outcome evaluation to a new teaching paradigm emphasizing the learning process and ability development. Addressing current problems in English classrooms such as student inattention, insufficient interaction, delayed evaluation, and lack of learning support, this paper introduces the Attention-Interaction-Assessment-Support (AIAS) model. Guided by attention theory, social constructivism, and formative assessment and learning support theories, it systematically explores the construction and practical path of English teaching methodology based on the AIAS model. Starting with conceptual definition and theoretical foundations, the study comprehensively reconstructs English teaching objectives, content, process, and evaluation, forming a teaching methodology system centered on the learning process and characterized by interaction-driven and continuous support. It also proposes actionable practical paths from aspects such as teaching preparation, classroom implementation, after-class extension, and teacher professional development. The study concludes that the AIAS model helps improve student engagement and interaction quality, optimizes evaluation and support mechanisms, and promotes the coordinated development of language ability, thinking ability, and self-directed learning ability, thus having a positive significance for promoting innovation in English teaching models.