Exploring the Path of Digital Intelligence Empowering Reflective Practice of Foreign Language Teachers

JiaoQian Wang

doi:10.63313/EH.9068

Authors

JiaoQian Wang School of Foreign Languages, China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/EH.9068

Keywords:

Digital Intelligence Empowerment, Teacher Professional Development, Reflective Practice, Foreign Language Teachers, Data-driven Reflection

Abstract

Against the background of the further advancement of Education Informatization 2.0, digital intelligence technologies provide new possibilities for the innovative transformation of foreign language teachers’ reflective practice. Aiming at the dilemmas in traditional reflective practice, such as insufficient datafication of teaching behavior reflection, lack of processuality and personalization in learning effect reflection, and backward digitization of reflection forms and achievements, this paper adopts a literature research method and theoretical analysis method to explore the empowerment paths of digital intelligence technologies. It proposes constructing a multimodal intelligent collection system and a multi-dimensional teaching discourse analysis tool to solve the problems of subjective data collection and single analysis dimension; building a dynamic language competence tracking platform and a personalized learning diagnosis system to improve the process of learning effect evaluation; and using a data sharing platform and visualization technology to enhance the efficiency of collective reflection. The study concludes that digital intelligence technologies can promote foreign language teachers’ reflection from experience-orientation to data-orientation, realize the two-way empowerment of teaching quality and professional development, and provide a theoretical reference for foreign language education innovation under the background of education informatization.

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