Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

Applied Mathematics and Nonlinear Sciences

https://www.sciendo.com

Integration Strategies of Language Education and Teaching in Colleges and

Universities in the New Media Era

Yanghong Wu1,†
1. College of Liberal Arts, Chongqing Normal University, Chongqing, 401331, China.

Submission Info

Communicated by Z. Sabir
Received November 12, 2024
Accepted February 18, 2025
Available online March 26, 2025

Abstract

The integration of teaching content in the new media era refers to the use of information technology in the process of
teaching, the use of information technology to reasonably analyze the teaching content and then effectively adjusted, is a
better means of teaching and learning to improve the effectiveness of the classroom. This study, guided by constructivist
learning theory, integrates information technology into the process of language education and teaching in colleges and
universities, integrates effective information resources in language education and teaching in colleges and universities by
means of information technology, and puts forward an innovative integration strategy for language education and teaching
in colleges and universities in the new media era. The results of the analysis of teaching practice found that the
experimental class students who implemented the innovative integration strategy had significantly higher mean scores in
the last two tests than the control class students under the traditional teaching strategy (P<0.05). In addition, the scores of
the experimental class students in the dimensions of classroom performance as well as learning attitudes in language
education were also significantly better than those of the control class as the teaching practice was carried out over time.
This paper finds that the organic integration of information technology and language education teaching in colleges and
universities can effectively and efficiently improve the teaching and learning of language education in colleges and
universities, which is informative and inspirational to the current integration practice of language education teaching in
colleges and universities.

Keywords: Constructivist learning; Questionnaire; Language education in colleges and universities; Integration
strategy.
AMS 2010 codes: 97B20

†Corresponding author.
Email address: [email protected] ISSN 2444-8656
https://doi.org/10.2478/amns-2025-0806
© 2025 Yanghong Wu, published by Sciendo.
This work is licensed under the Creative Commons Attribution alone 4.0 License.
 2 Yanghong Wu. Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

1 Introduction

The new media era has had a profound and extensive impact on language teaching, and teachers must
reform the teaching mode in a timely manner to truly clarify the students' main position in the
classroom [1-2]. Teachers need to improve their innovation ability, flexibly utilize a variety of
auxiliary teaching platforms, such as Jitterbug and WeChat, and create teaching situations and design
practical learning activities with the help of new media, so that students can achieve better
development and growth with the help of new media [3-5].

At present, China is carrying out a comprehensive education reform, but the status of traditional
language subjects is gradually declining. The language subject, which contains the excellent
traditional culture of China, is currently under the influence and impact brought by the new era, and
more and more students are unable to recognize the language subject correctly, and even some
language teachers fail to accurately grasp the significance of language teaching [6-8]. At present,
China's society and economy are in great changes, science and technology are also well developed,
and new media bring new vitality and vigor to all fields [9-10]. From the current situation of language
teaching, there are still some colleges and universities using inflexible, flexible and outdated teaching
materials, and even some of the contents of the teaching materials have more repetitions with the
contents of secondary school teaching materials. These teaching materials not only fail to meet
students' learning needs, but also are not conducive to improving students' ability and literacy. And
students have a strong sense of enterprise and curiosity, and are eager to obtain more knowledge and
master more skills [11-14]. Therefore, in order to cultivate more excellent talents who meet the
requirements, language teachers must carefully analyze the content of the teaching materials and
apply new media technology to expand and extend them appropriately, and guide and exercise the
students' ability to apply knowledge according to the teaching materials [15-16]. At the same time,
some language teachers follow the traditional teaching mode in teaching, using a relatively single
means of teaching, which makes the overall classroom atmosphere become very boring and dull,
unable to stimulate students' interest and desire to learn, and it is difficult to mobilize students'
enthusiasm for learning [17-18]. The traditional teaching mode can not let students feel the
uniqueness of the language classroom, which will also seriously affect the improvement of students'
learning achievements. Some language teachers fail to keep abreast of the times, learn and understand
modern teaching methods, and fail to integrate them into their daily teaching, thus greatly weakening
the attractiveness of the language classroom and making it difficult to meet the different needs of
students, which is very detrimental to the development and growth of students [19-21].

New media technology makes information efficiently transmitted and also makes traditional literature
reading face challenges. Language educators on the one hand sigh literary reading is declining under
the impact of fast-food culture, and on the other hand actively use multimedia means to enrich
language education. How to reconcile the impact of new media on traditional literary reading, so that
it can not hinder language education, but also can be used for language education, is a problem that
language education needs to be solved [22-24].

Literature [25] systematically reviews the relevant research on the blended Chinese language learning
model, reveals the advantages and disadvantages of the blended Chinese language teaching model,
and explores the reform and innovation path of the blended Chinese language learning model. Based
on the longitudinal research method of interview data, literature [26] points out that Chinese language
teachers' perception of foreign learners' identity needs to be corrected, in which teachers' perseverance,
knowledge and ability and other factors can be effective in correcting this perception of Chinese
language teachers. Literature [27] introduces the construction process and results of the Academic
Chinese Language Corpus, and looks forward to the value potential of the Academic Chinese
Language Corpus in the process of academic Chinese language teaching. Based on teaching
 Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media 3
Era

experiments, [28] demonstrated that a language classroom integrating the echo method and humorous
teaching videos improved students' vocabulary memory level and stimulated students' motivation in
the language classroom. The above studies have explored the innovative path of language teaching
reform from the multi-dimensional aspects of teaching mode design, teaching tools, teachers'
cognition as well as teaching methodology, which have made positive contributions to both with the
effectiveness of language teaching and the improvement of teaching quality.

The development of information media technology (IMT) and the outbreak of uncontrollable disasters
such as epidemics have promoted the development of IMT in the field of education, so many scholars
have conducted in-depth research on the feasibility, mode, and teaching effect of IMT-enabled
education. Literature [29] explored the process of integrating digital media technologies into
education in the context of the outbreak, which promoted the transformation of the digital and online
forms of education, and analyzed some experts' recommendations for the improvement of distance
education, as well as critically reflecting on the transformation of education through distance
education as an emergency education service. Literature [30] summarizes and analyzes the research
in the field of ICT-enabled education and identifies that the main direction of the research is to explore
the uses of ICT tools in education, while there are fewer studies on the effectiveness of the integration
of ICT in education. Literature [31] studied the role and mechanisms played by social networking
sites (SNS), i.e., Facebook and Learning Management System (LMS) in students' education through
empirical investigations, which provided an important reference for the scientific and rational
introduction of new media technologies into education. Literature [32], in a study of teaching
practices on the transferability and interactive usefulness of social media and mobile device resources,
found that online social media learning is conducive to the promotion of online knowledge sharing
between students and teachers, and to a certain extent promotes students' creativity and vitality. The
research on the integration of information media technology into education has been very mature, but
the current academic papers on language education combined with information media technology is
in the blank, in order to improve the effectiveness of language teaching, enrich the language teaching
classroom, to explore the integration of information media technology into language teaching is very
meaningful.

This paper analyzes the concept of meaningful construction and interaction between learners and
knowledge in constructivist learning theory, and explores the correlation between constructivist
learning theory and the design of integration strategies for teaching language education in colleges
and universities. The constructivist learning theory is used as the theoretical basis for the design of
the integration strategy of information technology and language education teaching in colleges and
universities. Combined with the characteristics of language education and teaching in colleges and
universities and the learning characteristics of students in colleges and universities, the
implementation principles and implementation environment of the integration strategy of language
education and teaching with information technology in colleges and universities are proposed, and
then the implementation process of the integration strategy of information technology and language
education and teaching in colleges and universities in the new media era is proposed. Subsequently,
a questionnaire was designed to investigate the implementation effect of the integration strategy with
reference to related studies. This study takes students majoring in Chinese language and literature in
a university as the object of teaching practice, and explores the implementation effect of the
integration strategy of information technology and language education teaching in colleges and
universities by comparing and analyzing the differences in the test scores, classroom performance,
and cognitive attitudes of students in two classes under the implementation of the innovative
integration strategy and the traditional teaching strategy.
 4 Yanghong Wu. Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

2 Strategies for integrating information technology and language education teaching in

colleges and universities

2.1 Theoretical Foundations of Constructivism

The constructivist theory of learning [33] is based on the cognitivist theory of learning. Constructivist
theory suggests that learning is the active realization of meaningful knowledge construction by an
individual, rather than passive acceptance of knowledge. Constructivist theory believes that
knowledge is slowly built up from within a person, rather than being directly input from the outside
into the person's heart, and this model is the opposite of what is generally thought of as the “external
input - internal generation” model. Learning is a process in which learners actively construct meaning
and interact with society. This kind of construction is the meaningful construction of new information
on the one hand, and on the other hand, it includes the transformation and reorganization of the
original knowledge and experience, which is a two-way mutual process between the old and new
knowledge and experience.

According to constructivist learning theory, students are the active constructors of knowledge in the
process of learning, and teachers are only organizers, guides, helpers, and collaborators in the process
of students' learning. Learners can achieve meaningful construction with the help and support of
teachers and peers, in a certain context (based on existing experience, mental structures, and beliefs).
In other words, learning is the process of “growing” new knowledge from existing knowledge.
Therefore, context, collaboration, conversation, and meaning construction are often regarded as the
four basic elements of constructivist learning theory.

In teaching based on constructivist theory, the initiative, autonomy, and exploratory nature of students'
learning are emphasized to ensure that the concept of'student-centered' teaching is put into practice.
In this teaching, the teacher's main task is to create a good, situational, diversified teaching situation,
guiding students in the learning process through group discussion and exchange, cooperative learning
and other ways of collaboration and conversation, and ultimately the formation of meaningful
construction of knowledge and experience. In the process of integration of information technology
and language education teaching in colleges and universities, the use of information technology is
conducive to the realization of the constructivist learning theory of creating a situation of interest to
students, so as to enhance the students' enthusiasm for learning. In the process of using information
technology and college language education teaching inquiry, students in the study group collaborate
with each other, communicate with each other, so as to achieve common progress, and ultimately
promote students to better and more efficiently realize the meaningful construction of new knowledge,
especially new concepts. In the process of experimental investigation, students communicate and
evaluate the data and results of experiments between groups, realizing student-student evaluation,
which enriches the evaluation method of experimental teaching and promotes the construction of
knowledge. In addition, these new technologies also encourage teachers to learn and build their own
professional knowledge, which will also contribute to the creation of new knowledge. The rapid
development and application of these new information technologies in education and teaching have
also contributed to the crucial role of constructivist learning theory in education and teaching.
Therefore, constructivist learning theory has become a crucial theoretical foundation for integrating
information technology and language education and teaching in higher education.

2.2 Principles for the implementation of the integration strategy

The implementation of the integration strategy of language education and teaching in colleges and
universities in the new media era is the key to realizing the true integration of information technology
 Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media 5
Era

and language education and teaching in colleges and universities, and in the specific practice of the
integration strategy, it is necessary to follow certain principles and need the support of environmental
conditions.

The operational level of the implementation of the integration strategy mainly includes the principle
of learner-centeredness, the principle of guidance, the principle of flexible application and the
principle of diversified evaluation.

1) Learner-centered principle. Basic education curriculum reform emphasizes the need to “form
a positive and active learning attitude”. The integration of information technology and
language education teaching in colleges and universities is put forward under the concept of
“learner-centered”, so in the implementation of the integration strategy to give full play to the
initiative of students, reflecting the initiative of students.

2) Guiding principle. The information technology environment and the presentation of the
attractive image of the information will sometimes prevent learners from exploring the nature
of knowledge and superficial surface, which requires teachers to provide students with a lot
of support, step by step to guide students to explore the issue in depth. Teachers must
encourage students and give them opportunities to use tools and ask new questions. Encourage
students to explore. In the process of learning activities, teachers also need to ensure that
students understand the knowledge behind and concepts, rather than staying on the colorful
surface phenomena.

3) The principle of flexible application. Flexible use includes both innovation and synthesis. Any
strategy, including any form of media expression, is not omnipotent, has its own strengths and
weaknesses, each strategy has the best scope of application and application, which requires
teachers to select and innovate according to the characteristics of the curriculum, the
characteristics of the learners.

2.3 Integration strategy implementation environment

2.3.1 Hardware facilities

Hardware construction is the basis for realizing the integration of information technology and
language education and teaching in colleges and universities [34], which includes the configuration
of equipment and facilities, connections and safeguards to maintain the normal operation of the
facilities, etc. Hardware construction can generally be based on the actual situation of different
schools. Complex information technology is not required, in fact, too complex technology usually
hinders the development of teaching and learning activities, but only in the hardware environment of
the Internet or local area network (LAN).

2.3.2 Software facilities

Software construction mainly refers to the integration of various knowledge resources that record
educational and teaching information in different media. In the software construction, the software
and teaching resource base of the teaching and counseling category of university language education
with strong generality can be purchased through school funding, for example, purchasing China
Education Star Multimedia Education Resource Base, China Basic Education Resource Base, K12
Resource Base, VOD video-on-demand system, and Collyer Preparation System, and so on. On the
 6 Yanghong Wu. Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

other hand, according to the actual situation, teachers usually pay attention to the collection of
information, but integrating it with their own hands is not an effective method.

2.4 Integration strategy realization process

1) The Initial Stage

During the inevitable initial phase, experienced teachers find themselves facing the same
problems they encountered in their first year as teachers: discipline problems, resource
management, time-consumption due to unforeseen events in a tight classroom schedule, etc.
Teachers' concerns center on themselves and their ability to control the classroom and students.
In a new classroom environment, teachers spend much of their time responding to emerging
problems instead of anticipating and avoiding them.

2) Adoption

In the Adoption stage, technological problems are far from being solved, but teachers have
begun to look for solutions. Teachers want to focus on teaching and learning, but they are
unfamiliar with technology and are simply trying to integrate it into their familiar daily lesson
plans.

3) Adaptation Stage

In this stage, as teachers became more familiar with the use of computer technology for the
integration of language education teaching resources in higher education, they became more
capable of utilizing the technology. It is believed that information technology plays a
supportive role in language education teaching and learning, and that technology can now be
utilized to increase students' motivation and interest in learning. In fact, students are
increasingly gaining a sense of achievement from their learning, in addition to greater interest.

4) Comprehension stage

Comprehension is more of a milestone than a stage in the development of teaching and

learning. At this stage, there has been less change in classroom approaches than in individual
attitudes toward technology. Teachers master the technology to be used in the classroom. The
comprehension stage is when individuals begin to understand the technology and become
proficient in using it to get the job done.

5) Innovation Stage

The innovation stage is the highest peak in the development of teachers' educational strategies
and beliefs, and not all teachers reach this peak. Teachers are more likely to view the learning
process as active, creative, and interactive in their own teaching philosophy. As a matter of
fact, the strategy of integrating information technology with language education and teaching
in higher education can only be realized flexibly when it reaches the fifth stage, which consists
of innovation and synthesis, i.e., the real integration of technology and teaching.
 Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media 7
Era

3 Research methodology on the effectiveness of the implementation of the integration

strategy

In order to investigate the effect of the integration of information technology and language education
and teaching in higher education, this study chooses the assessment scale proposed in the related
research [35], and after appropriate modification and optimization, it is used as an assessment tool to
measure the effect of the integration of information technology and language education and teaching
in higher education. The scale was finally obtained after conducting numerous tests on students and
teachers, conducting continuous testing, and revising it. Its statistical reliability and validity meet the
requirements. In this paper, it was borrowed and modified, and also tested on a small scale, and the
results show that it meets statistical reliability and validity.

The scale is a Likert survey, with 5 choices for each item: "strongly agree", "somewhat agree",
"neutral", "somewhat disagree", and "strongly agree". In order to measure the students' knowledge
and attitudes towards teaching language education in higher education based on these questions,
points were assigned to each option made by each student and the total score was calculated. First,
three expert language teachers were selected to answer the scale, and the experts could only choose
to agree or disagree, but could not choose to be neutral, and the answers of the three experts were
considered as the target answers. There are 30 questions in the assessment scale, and if the students'
answers to each question are the same as the experts' consensus answers, the total score of the
assessment will be 150, and the closer the students' scores are to 150, it means that the students'
knowledge and attitudes towards teaching and learning of language education in colleges and
universities are closer to the experts', and they are all more positive. If the student's assessment score
is very low, it means that the student's knowledge and attitude towards teaching language education
in higher education need to be improved. In this study, the main purpose is to test whether the
integration of information technology with the teaching of language education in higher education
has a positive impact on students' interest and awareness in learning languages, etc. According to the
constructivist learning theory, this paper categorized some of the survey questions in this scale into
different dimensions, including a total of eight dimensions, which are course attitude (1-3 questions),
learning interest (4-9 questions), self-efficacy (10-12 questions), creativity (13-14 questions),
information literacy (15-18 questions), problem solving ability (19-23 questions), critical thinking
( 23-28 questions), and information integration strategy acceptance (29-30 questions).

4 Effectiveness of the application of integration strategies in language education and

teaching

4.1 Design of Instructional Practices

4.1.1 Teaching objects

In this paper, from April 2023 to July 2023, a comparative experimental study was conducted on the
third-year (1) and (2) classes majoring in Chinese Language and Literature in a university. In this
study, the students of (1) class, a third-year class majoring in Chinese Language and Literature, served
as the experimental class and (2) class served as the control class. The total number of students in
class (1) and class (2) were 45 and 49 respectively, both of which were ordinary classes, with the
students' foundation of college language education and teaching and their language learning ability
being comparable, and the textbooks and tutorials, teaching contents, examination contents, and class
hours in the development of college language education and teaching being more or less the same.
 8 Yanghong Wu. Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

4.1.2 Teaching practice programs

Chinese language and literature major (1) class students of college language education teaching, this
paper uses the proposed integration strategy, comprehensive use of a variety of information
technology means, effective integration of language teaching and learning resources, and through the
creation of a vivid teaching situation, to create a harmonious teaching atmosphere. Guiding students
to independent inquiry, collaborative learning, inspiring students to discover problems, solve
problems, summarize knowledge points, internalize learning content, build a knowledge system, and
be able to externalize, learn to use, and flexibly carry out the understanding of daily language
knowledge. As for the teaching of (2) class, it mainly adopts traditional teaching means combined
with the original method of integrating teachers' manual learning resources.

The research hypothesis is that after students in colleges and universities use information technology
and college language education teaching integration strategy, the students' interest in learning,
classroom atmosphere, learning initiative, cooperative learning, mastery of the content of language
education and teaching can be mentioned, the quality of the language teaching classroom teaching
quality has been improved, proving that this paper puts forward the integration of the strategy is
effective.

4.2 Analysis of learning content test scores

An intuitive way to verify the effectiveness of the integration strategy of language education and
teaching in colleges and universities supported by information technology is the examination
results.During the period when the study was conducted, the students of the two classes took a total
of four official examinations, namely, the monthly examination of April 2023, the stage examination
of May 2023, the monthly examination of June 2023, and the final examination of the beginning of
July 2023, respectively. The results of the comparison of the four examination results of the students
of (1) and (2) classes of the Chinese Language program in this university are shown in Table 1. In the
first monthly examination, the number of students majoring in Chinese Language and Literature in
(1) class (5) is less than that in (2) class (7), but there is not much difference between the average
score (65.61) and that in (2) class (68.63), and the rate of low scores (24.44%) is also higher than that
in (2) class (16.33%). With the use of the integration strategy of information technology and language
education and teaching in higher education, the average and high score rate of students in class (1) in
language teaching gradually caught up with and exceeded that of class (2), and in the final
examination, the examination scores of students in class (1) and class (2) were 88.24 and 74.58,
respectively. In addition, the low score rate of students in class (1) improved significantly with the
implementation of the integration strategy of language education and teaching in colleges and
universities with the support of information technology, and the low score rate in the June and July
2023 exams was zero.
 Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media 9
Era

Table 1. Statistical analysis of four tests

Score >90 <60
Test Class Number Mean
Max Min Number Percentage Number Percentage
1 45 65.61 92.36 42.59 5 11.11% 11 24.44%
2023.4
2 49 68.63 94.26 41.26 7 14.29% 8 16.33%
1 45 75.64 95.23 56.32 12 26.67% 5 11.11%
2023.5
2 49 67.82 94.85 42.36 9 18.37% 9 18.37%
1 45 82.67 98.63 68.59 21 46.67% 0 0.00%
2023.6
2 49 63.28 95.23 42.31 11 22.45% 7 14.29%
1 45 88.24 100 76.95 32 71.11% 0 0.00%
2023.7
2 49 74.58 96.52 52.36 16 32.65% 5 10.20%

Further using the independent samples t-test method on whether there is a significant difference
between the results of the two classes in the four exams, the results of the comparative analysis of the
learning content test scores are shown in Figure 1.The results of the comparative test results of the
four learning content test scores found that there is a significant difference in the results of the two
classes of students starting from the third exam (P=0.026<0.05). The results of the analysis of the
learning content test scores indicate that the use of information technology and language education
teaching integration strategy in higher education has a greater effect on the poorer students, and can
help improve the language learning performance of the intermediate students.

Figure 1. The results of the analysis of the results of the study

4.3 Analysis of cognitive interest in learning and performance

4.3.1 Comparison of Classroom Observation Performance Scores

In this study, seven language teachers were invited to compare and score the classroom observation
performance from five perspectives after listening to and observing the classroom situation in
teaching and learning of language education in colleges and universities for three times on April 18,
2023, May 11, 2023, and June 9, 2023 for classes (1) and (2), respectively. The results of the
 10 Yanghong Wu. Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

classroom observation performance scoring of the two classes in teaching college language education
are shown in Figure 2, with (a)-(c) representing the results of the first, second, and third classroom
performance evaluations, respectively. A1-A5 in the figure represent the learning interest, classroom
atmosphere, initiative, cooperative learning and mastery in classroom performance, respectively.
With the use of the integration strategy of teaching and learning of information technology and
language education in higher education in the spring semester of 2023, the classroom observation
scores of the students in the Chinese Language and Literature (1) class in this higher education were
higher than those of the students in the (2) class in the five aspects of interest in learning, classroom
atmosphere, initiative, cooperative learning, and mastery of the course, and the gap was gradually
increasing. In terms of classroom climate, the ratings of (1) and (2) classes in the April 18, 2023
classroom and June 9, 2023 classroom were 3.65 and 2.57 and 4.52 and 3.00, respectively. Although
the classroom climate ratings of the students in class (2) also improved, there is still a large gap
between them and the students in class (1).

(a) 2023.4.18 class (b) 2023.5.11 class (c) 2023.6.9 class

Figure 2. Comparison analysis of classroom observation

4.3.2 Survey and analysis of teaching effectiveness

This section utilizes the questionnaire proposed in the previous section to investigate and analyze the
situation of students involved in the development of teaching practice in terms of their knowledge of
and interest in teaching and learning language education in higher education. The overall mean and
standard deviation of the questionnaire on the effectiveness of the implementation of the integration
strategy of teaching and learning language education in higher education, as well as the mean and
standard deviation of the eight dimensions, were calculated by SPSS 26.0. The results of the analysis
of the survey scores of the students' learning attitudes and perceptions of language education in
colleges and universities in the two classes before the teaching practice was carried out are shown in
Table 2. From the analysis results of the independent sample t-test of the pre-test questionnaire of the
teaching practice experiment, it can be seen that there is no significant difference between the students
of class (1) and class (2) on the dimensions of course attitude, learning interest, self-efficacy, creativity,
information literacy, problem solving ability, critical thinking ability, and the acceptance of
information integration strategy for teaching and learning of language education. In terms of
information integration strategy acceptance, the mean score of students in class (2) (3.13) was better
than that of class (1) (2.55), and there was a significant difference (P=0.048<0.05), which was due to
the fact that students were more innovative in integrating information technology with teaching and
learning, and some of the students would show resistance to the new technology, which led to lower
acceptance of the integration strategy.
 Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media 11
Era

Table 2. Comparison analysis of the survey results before experiment

Dimension Class Number Mean SD T P
Class 1 45 2.75 0.739
Curriculum attitude 1.774 0.055
Class 2 49 2.86 0.709
Class 1 45 3.29 0.835
Study interest 1.844 0.070
Class 2 49 3.23 0.834
Class 1 45 3.16 0.706
Self-efficacy 1.803 0.082
Class 2 49 3.17 0.52
Class 1 45 2.79 0.678
Innovative ability 1.898 0.064
Class 2 49 2.57 0.742
Class 1 45 3.48 0.548
Information literacy 1.779 0.090
Class 2 49 3.38 0.827
Class 1 45 3.49 0.802
Problem solving 1.945 0.056
Class 2 49 3.77 0.752
Class 1 45 3.56 0.502
Critical thinking 1.752 0.078
Class 2 49 3.63 0.506

Information integration strategy Class 1 45 2.55 0.516

2.036 0.048
acceptance Class 2 49 3.13 0.803

The results of analyzing the questionnaire scores of the students in both classes at the end of the
teaching practice are shown in Table 3. In terms of the overall language learning interest and attitude
level of the students in class (1), the mean value of the acceptance of the information integration
strategy (M=4.21, SD=0.881) in the questionnaire belongs to the range between the good and
excellent levels, which is very close to the better level of hierarchy but with a slight gap. Among the
eight dimensions of the questionnaire, the problem solving ability of the students of class (1) (4.86
points) got the highest mean score relative to the other dimensions, which is at the better level of the
questionnaire. It was also found that the mean scores of the dimensions of the students of class (1)
were higher than those of class (2) and there was a significant difference (p=0.027, 0.044, 0.000,
0.015, 0.003, 0.044, 0.032, 0.034<0.05). According to the results of the analysis, it can be found that
in the teaching of college language education for students majoring in Chinese Language and
Literature (2) under the implementation of the traditional integration strategy, the teachers generally
use manual methods for the integration of teaching resources and information, and the application of
multimedia tools stays at the surface level, which is an extremely inefficient way of integrating
learning. The teaching method under this strategy mainly focuses on the transmission and reception
of information and fails to deeply stimulate students' active construction and interactive learning.
According to the constructivist teaching theory, a higher level of integration strategy approach is
crucial for promoting students' learning effectiveness and depth of understanding in language
education teaching in colleges and universities. The innovative integration of information technology
and language education teaching in higher education can require students to be able to actively utilize
information technology to construct their own knowledge system. In addition, this paper argues that
teachers should pay more attention to stimulating students' ability to actively construct and
interactively learn when using integration strategies for language education teaching in higher
education. For example, teachers can design more tasks that require students' active participation and
cooperation, so that students can discover and solve problems in exploration, thus truly realizing the
deep integration of information technology and language education teaching in colleges and
universities.
 12 Yanghong Wu. Applied Mathematics and Nonlinear Sciences, 10(1) (2025) 1-14

Table 3. The results of the survey were compared and analyzed

Dimension Class Number Mean SD T P
Class 1 45 4.81 0.676
Curriculum attitude 2.003 0.027
Class 2 49 3.33 0.826
Class 1 45 4.57 0.646
Study interest 2.148 0.044
Class 2 49 2.7 0.746
Class 1 45 4.5 0.866
Self-efficacy 3.140 0.000
Class 2 49 2.85 0.706
Class 1 45 4.59 0.88
Innovative ability 2.181 0.015
Class 2 49 3.23 0.734
Class 1 45 4.6 0.837
Information literacy 2.136 0.003
Class 2 49 2.65 0.527
Class 1 45 4.86 0.514
Problem solving 2.252 0.044
Class 2 49 2.6 0.601
Class 1 45 4.28 0.879
Critical thinking 2.563 0.032
Class 2 49 3.11 0.843

Information integration strategy Class 1 45 4.21 0.881

2.784 0.034
acceptance Class 2 49 3.26 0.524

5 Conclusion

In this paper, we design the integration strategy for language education and teaching in colleges and
universities based on the theoretical foundation of constructivist learning. The innovative integration
strategy is supported by information technology as a means of effectively integrating learning
resources in language education and teaching in colleges and universities in order to improve the
efficiency of learning resources integration and teaching effectiveness.

The design of teaching practice experiments to verify the implementation effect of the innovative
integration strategy found that the difference in mean scores between the students in the experimental
class implementing the innovative integration strategy and those in the control class under the
traditional teaching strategy in the first learning content test was small (65.61 and 68.63). In contrast,
in the 3rd and 4th tests, the scores of students in the two classes showed significant differences
(P=0.026, 0.003<0.05) and the mean scores of students in the experimental class were higher than
those in the control class. In terms of classroom performance, over time, students in the experimental
class scored higher than students in the control class in five aspects: interest in learning, classroom
atmosphere, positive initiative, cooperative learning, and course mastery, and the gap gradually
increased. In addition, the teaching effect was analyzed through the questionnaire and found that the
mean scores of the dimensions of problem solving ability and acceptance of information integration
strategy of the students in the experimental class in the post-test of teaching practice were higher than
those of the control class, and there was a significant difference (P<0.05).

This study investigates the innovative integration strategy of language education teaching in colleges
and universities in the new media era, which makes the teaching strategy of language education
teaching in colleges and universities have a new direction of breakthrough, and even extends to other
disciplines, and also brings inspiration and reference to more educational practitioners.
 Integration Strategies of Language Education and Teaching in Colleges and Universities in the New Media 13
Era

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About the Author

Yanghong Wu, birth date: 1981.01.02, gender: female, master degree, professional title: research
assistant, native place: Chongqing, research interests: linguistics.