A Novel Deep Framework for English Communication Based on Educational Psychology Perspective

Area of Science:

• Educational Psychology
• Cognitive Psychology

Background:

• Learner motivation and schema theory underpin verbal reading practices.
• National economic and technological development necessitate enhanced English communication skills.
• Inadequate practice opportunities hinder English speaking proficiency.

Purpose of the Study:

• To enhance English communication abilities through verbal reading exercises.
• To address limited practice opportunities using an artificial intelligence (AI) conversation mechanism.
• To improve students' oral English communication skills.

Main Methods:

• A cognitive psychology-based model was developed and implemented.
• Sixty university students were divided into experimental (Class A) and control (Class B) groups.
• Vocalized reading exercises were conducted with the experimental group.

Main Results:

• The experimental group showed significant score increases in reading comprehension (13.33%), responding to questions (15.19%), situational conversation (17.39%), and subject description (28.3%).
• The experimental group's overall average score increased by 17.75%.
• Improvements in English grades, self-efficacy, and topic knowledge were observed in the experimental group.

Conclusions:

• Vocalized reading exercises, supported by an AI-driven interactive learning environment, effectively enhance spoken English and communication abilities.
• The cognitive psychology-based model and AI integration foster an interactive learning environment.
• The study demonstrates a successful approach to improving English language acquisition in higher education.