ISSN: 2226-6348
Open access
The development of electronic teaching tools in the information age has brought about a profound change in the field of education. Especially in middle school English teaching, traditional teaching methods are facing new challenges and opportunities. In recent years, human-computer interaction learning software has gradually become an effective auxiliary teaching tool, which can significantly improve students' English listening and oral speaking abilities through diversified learning resources and personalized learning paths. This study quantitatively analyzed the English listening and oral speaking abilities by purposive sampling, investigated students' learning interests, confidence, and classroom participation of middle school students before and after using the software. The results showed that using human-computer interaction learning software can significantly improve students' listening abilities, oral speaking abilities and learning interests. Regression analysis further indicated that the improvement of oral speaking and listening abilities, as well as the increase in learning interest, had a significant positive impact on students' final grades. This study provided theoretical basis and practical guidance for educators in applying human-computer interaction learning software to analyze students’ learning situation, evaluate the effectiveness of the software in middle school English teaching.
Xiao, Y., Liu, X., & Zhu, Y. (2024). Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry. Heliyon, 10(6), e31934.
Dong, W., Pan, D., & Kim, S. (2024). Exploring the integration of IoT and Generative AI in English language education: Smart tools for personalized learning experiences. Journal of Computational Science, 72, 102397.
Martín-Sómer, M., Casado, C., & Gómez-Pozuelo, G. (2023). Utilising interactive applications as educational tools in higher education: Perspectives from teachers and students, and an analysis of academic outcomes. Education and Chemical Engineering, 35, 10.001.
Khan, M. O., & Khan, S. (2024). Influence of online versus traditional learning on EFL listening skills: A blended mode classroom perspective. Heliyon, 10(5), e28510.
Zhao, R., Zhuang, Y., Xie, Z., & Yu, P. L. H. (2024). Facilitating self-directed language learning in real-life scene description tasks with automated evaluation. Computers & Education, 192, 105106.
Zhou, K. (2022). Constructing a middle school English listening and speaking classroom teaching method driven by effective output. Modern Vocational Education, 2022(06), 98-101.
An, J. W. (2020). A case study on the deep integration of information technology and middle school English listening and speaking teaching. Science Education Article Collection (Early Edition), 2020(07), 70-73.
Luo, J. (2017). A discussion on the non-test evaluation system in high school oral speaking English teaching. Basic Education Reference, 2017(13), 45-47.
Wang, Y. S., & Lü, T. J. (2020). Research on middle school oral speaking English teaching based on the Production-Oriented Approach (POA). English Plaza, 2020(04), 51.
Huang, L. Y. (2016). Teaching design and evaluation based on cultivating students' English core literacy: Taking middle school oral speaking English classes as an example. Overseas English, 2016(24), 34-37.
Hao, P. Y. (2020). Cultivating students' English core literacy: Taking middle school oral speaking English class teaching as an example. Science Consulting (Educational Research), 2020(01), 41-43.
Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303.
Rostami, M., Hejazi, E., & Lavasani, M. G. (2011). The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grade middle school students (English as second language). Procedia - Social and Behavioral Sciences, 30, 1095-1099.
Kim, D., Yatsu, D. K., & Li, Y. (2021). A multimodal model for analyzing middle school English language learners’ digital stories. International Journal of Educational Research Open, 2, 100067.
Jaekel, N., Schurig, M., van Ackern, I., & Ritter, M. (2022). The impact of early foreign language learning on language proficiency development from middle to high school. System, 105, 102763.
Jin, S. (2024). Optimizing English teaching: ARCS motivation model and task-based language teaching in university. Language, Media and Technology, 24, 102028.
Nuñez Rios, G., Garcia Mendoza, K., Montero Fabian, H., Reales, K., & del Carmen Ojeda Pertuz, D. (2023). Methodological strategies and techniques implemented by teachers in the teaching-learning process of English in Spanish-speaking students. Procedia Computer Science, 224, 242-251.
Hu, Y., Tang, Y., & Wang, C. (2024). Learning and teaching strategies as related to language arts in China: A heterogeneity study. Studies in Educational Evaluation, 74, 101334.
Huang, Y., Xu, W., Sukjairungwattana, P., & Yu, Z. (2024). Learners’ continuance intention in multimodal language learning education: An innovative multiple linear regression model. Heliyon, 10(5), e28104.
Mahdi, H. S., Mohsen, M. A., & Almanea, M. (2024). Multimedia glosses and second language vocabulary learning: A second-round meta-analysis. Acta Psychologica, 230, 104341.
Song, J. (2012). Enhancing English Teaching with Multimedia Applications. China Educational Technology Equipment, (02).
Feng, X. (2021). Analysis of the Role of Multimedia Technology in Middle School English Teaching. English Plaza, (10).
Xu, T., & Wang, H. (2024). The effectiveness of artificial intelligence on English language learning achievement. System, 113, 103428.
Wang, F., Cheung, A. C. K., & Chai, C. S. (2024). Language learning development in human-AI interaction: A thematic review of the research landscape. System, 113, 103424.
Zhao, R., Zhuang, Y., Xie, Z., & Yu, P. L. H. (2024). Facilitating self-directed language learning in real-life scene description tasks with automated evaluation. Computers & Education, 192, 105106.
Zhai, C., Wibowo, S., & Li, L. D. (2024). Evaluating the AI dialogue System's intercultural, humorous, and empathetic dimensions in English language learning: A case study. Cognitive and Affective Science of AI, 11, 100262.
Namaziandost, E., & Rezai, A. (2024). Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners. System, 113, 103419.
Zheng, S. (2024). The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students. Cognitive and Affective Science of AI, 11, 100271.
Fu, M., Guan, X., Wang, Y., & Chen, Q. (2025). Application of speech recognition algorithm based on interactive artificial intelligence system in English video teaching system. Entertainment Computing, 52, 100859.
Chen, C. (2025). Entertainment social media based on deep learning and interactive experience application in English e-learning teaching system. Entertainment Computing, 52, 100846.
Chen, F., Zhang, Y., & Zhang, J. (2024). Exploration of Network-based Electronic Homework in Middle School English Teaching. English Plaza, (01).
Hamedani, S. S., Marzban, A., & Sharifinik, M. (2013). The Effect of White Line (Khat-e-Sefid) Educational Software on English Language Learning of Female Students of Grade One at High School in Sari. Procedia - Social and Behavioral Sciences, 93, 552-557.
Deng, L., & Huang, B. (2022). Development and Utilization of Online English Course Resources for Middle School Students. Overseas English, (10).
Mettewie, L., Van Mensel, L., De Smet, A., & Galand, B. (2024). A longitudinal test of the impact of CLIL on language emotions and learning motivation. System, 113, 103355.
Kamangu, A. A., & Mbago, M. C. Y. (2024). Provision of sexual health education in secondary schools: A multidisciplinary lens of stakeholders in southern highlands, Tanzania. Heliyon, 10(1), e30846.
Shi-Hui, S., Chaw, L. Y., Aw, E. C. X., & Sham, R. (2022). Dataset of international students’ acceptance of online distance learning during COVID-19 pandemic: A preliminary investigation. Data in Brief, 43, 108232.
Anjaria, K. (2022). Knowledge derivation from Likert scale using Z-numbers. Information Sciences, 601, 316-332.
Shrestha, S., & Dahlke, S., & Butler, J. I., & Hunter, K., & Fox, M. T., & Davidson, S., & Chasteen, A. L., & Moody, E. (2024). Nursing students’ perceptions on a pain management e-learning module: An exploratory quantitative study. Pain Management Nursing, 25(2), e138-e143.
Demir, S. (2017). "An evaluation of oral language: The relationship between listening, speaking, and self-efficacy." Universal Journal of Educational Research, 5(9), 1457-1467.
Côté, S., & Gaffney, C. (2021). "The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation." The Language Learning Journal, 49(1), 105-116.
Dirjal, A. H., Ghapanchi, Z., & Ghonsooly, B. (2021). "The Role of Skype in Developing listening and speaking abilities of EFL Learners." Multicultural Education, 7(1), 177-190.
Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). "Student fears of oral presentations and public speaking in higher education: a qualitative survey." Journal of Further and Higher Education, 45(9), 1281-1293.
Alzamil, A. (2021). "Teaching English speaking online versus face-to-face: Saudi students’ experience during the COVID-19 pandemic." Arab World English Journal (AWEJ), 12(1), 19-27.
Dewaele, J.-M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45.
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences, 14(6), 639.
Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students' Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment Scale. System, 76, 183-196.
Yujia, Z., & Nasri, N. M. (2024). The Application Effect of Human-Computer Interaction Learning Software in Assisting Middle School English Listening and Speaking Teaching. International Journal of Academic Research in Progressive Education and Development, 13(4), 95–115.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode