# College English Intercultural Teaching Strategies Based on Network Construction under the Concept of Teaching to the Future

Authors: Yu Zhang
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

With the global integration and the development of science and technology, higher requirements have been put forward for English teaching in China. Society urgently needs English talents with high English cross-cultural communication ability and strong self-learning ability. The concept of “Teaching for the Future” (TTF) advocates the use of technology as a tool for teaching and learning. In the context of the “big data” era, the rapid development of network information technology has spawned a series of new educational models. Based on the SPOC teaching model, this paper constructs a new cross-cultural teaching model for college English and conducts experiments on two selected classes of the same grade in a university. The experimental results show that students increase their interest in learning English culture and enhance their ability to communicate and collaborate. Therefore, the integration of future education and network technology represented by SPOC will play a certain role in promoting the cross-cultural teaching of English in colleges and universities.


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## Body

## 1. Introduction

“Intel Teaching to the Future” is a global training program designed by Intel to support the effective use of computer technology in the classroom, with the curriculum being student-centered and applicable. Students can effectively use the skills and knowledge they have learned in class, and teachers integrate technology into teaching activities as a tool for teaching and learning [1, 2]. Combined with this educational philosophy, modern information technology has fully integrated into the current education model in China as demonstrated by the educational model in Figure 1. It has not only changed the past teaching model centered on teachers and knowledge but also helped students improve their inquiry-oriented learning, education, and information literacy for the 21st century.Figure 1
The model of education station.The concept of Teach to the Future is very different from the traditional education philosophy in China. It is mainly because the challenges focused on “innovation and exploration.” The implementation process of the Teach to the Future model comprehensively draws on the respective advantages of learning theories such as constructivism, modern humanism, and multiple intelligence theory [3]. This philosophy holds that wisdom is more important than knowledge, those hands-on skills are more important than scores, and processes are more important than results. With the continuous development of society and the arrival of global integration, students’ intercultural consciousness and competence are highly emphasized. Students’ listening and speaking abilities were only included in the “Course Requirements for College English Teaching” as an important assessment content, which is reflected in their intercultural communication skills. However, the limitations of Teach to the Future focused on cultivating students’ abilities, including cross-cultural communication skills [4]. Obviously, this concept is in line with the goals of Chinese new curriculum reform and is more conducive to students’ progress.The SPOC model adopts excellent electronic resources such as MOOCs and achieves the purpose of course teaching and improves the quality of teaching through teachers’ online and offline mixed English teaching and learners’ autonomous participation [5]. SPOC is the development and innovation of MOOCs. The blended teaching model it advocates just combines the advantages of offline classroom teaching and online self-learning [6]. It targets different learning objects, carries out different teaching contents, and achieves different teaching goals. SPOC also has the characteristics of a flipped classroom, and the course learning is completed through SPOC English learning [7]. This paper helps teachers to carry out heuristic teaching in the classroom and focus on explaining the key knowledge structure of the course. This research can guide students to complete the course content online through autonomous learning, collaborative learning, and inquiry-based learning, to realize the integration and complementation of each link before, during, and after teaching and achieve the goal of course teaching. Related work of this paper is in Table 1.Table 1
Related work.
No.Content1Key elements of the teaching mode2Experimental teaching objects3Questionnaire survey4Data analysis


## 2. Related Theoretical Knowledge

Instructional informationization refers to the process of fully integrating the traditional teaching mode with the modern teaching mode by making full use of modern information and communication technologies. It not only improves the efficiency of teaching information transmission and feedback but also ultimately promotes the coordinated development of students’ physical and mental aspects. China’s “National Long-term Education Reform and Development Plan Outline (2010-2020)” clearly states that network information technology has a revolutionary impact on education development, and we must pay great attention to it [8]. Promoting the wide application of information technology in curriculum teaching is also an important strategy for accelerating Chinese advancement from a big education country to a powerful education country.As a new type of network teaching mode, the Massive Open Online Courses (MOOCs) is a reflection of the impact of network information technology on teaching. SPOC is a study mode proposed by Armando Fox and David Patterson in 2013. It is the latest and considered the most effective mode of learning brought about by the development of information technology [9]. It was born in the context of controversy over MOOCs, using the MOOC lecture videos or online evaluation to assist classroom instruction in the traditional classroom as its basic form. It focuses on two types of people: university students and online learners, as shown in Figure 2. SPOC is a mixed learning model for college students that uses MOOC videos as a homework assignment for students and provides face-to-face tutoring to students through classroom instruction. Although the MOOC’s rapidity and freedom have attracted many learners, it was unsuccessful. The fast and free nature of MOOCs does not bring about the optimization of education, so SPOC came into being.Figure 2
The basic structure of SPOC.The original English course has overemphasized the instrumentality of English because of the late start of the study of cross-cultural teaching of college English. We ignored the fundamental role of English itself in communication [10]. With the continuous development of society and the arrival of global integration, we realized the importance of cultivating compound English talents and began to pay attention to English intercultural teaching. The students’ listening and speaking abilities are included in the “Course Requirements for College English Teaching” as an important assessment. The Guidelines to College English Teaching [9] mentions that cross-cultural education can help students learn differences among Chinese and foreign countries and improve students’ social language ability and cross-cultural communication skills. Colleges and universities can not only set up different cross-cultural communicative courses according to their needs but also integrate cross-cultural communication into general English courses. Through systematic teaching, students’ cross-cultural awareness, international perspectives, language comprehensive application ability, and cross-cultural communication skills can have enhanced. The course can be a general English course with relevant Chinese and foreign cultural knowledge or a cross-cultural communication course based on language and cultural knowledge. Therefore, with the continuous development of college English teaching, college English intercultural teaching has improved to some extent. However, there are still some problems in the teaching process due to the influence of traditional teaching models.After the literature research, we put forward three major system foundations for the construction of college English intercultural teaching. The first is the cognitive system. English teaching in colleges and universities in China should actively update the teaching concepts, strengthen the emphasis on the overall quality of students’ English, and continuously improve the students’ English proficiency. From the cross-cultural perspective, students’ intercultural communicative competence should be included in English teaching goals. English teaching should strengthen the cultivation of students’ foreign cultural sensitivity. This will enable students to have a deeper understanding of the way of thinking, cognition, and language expression in the context of exotic cultures. We need to enable students to understand the differences fully between Chinese culture and Western culture and the causes of the differences, to increase students’ awareness of cultural tolerance. The second is the emotional system. Students should not only have an in-depth understanding of English culture but also should pay more attention to Chinese culture and actively study two-way cultural knowledge in the process of learning English to improve their cross-cultural awareness [10]. Teachers should actively cultivate students’ concepts of cultural equality and concepts of cultural inclusion and then develop students’ intercultural communication skills. The last is the behavior system. English teaching should innovate English teaching materials and provide the knowledge basis for the cultivation of students’ cross-cultural competence in college English teaching. During innovative teaching materials, we must pay attention to the integration of English culture and English knowledge and improve the practicality of teaching materials. In innovative teaching methods, colleges and universities should strengthen teachers’ cross-cultural training and improve teachers’ intercultural awareness and intercultural teaching ability, to improve the quality of English teaching.


## 3. Application of Future Education Concept Based on Network Construction

### 3.1. Analysis of Key Elements of the Teaching Mode

With the rapid development of network information technology, SPOC as the latest teaching model is the combination of future education concepts and traditional education methods. Based on face-to-face teaching, it uses network technology as a means to reform modern teaching because of future education concepts. Therefore, it is of important research value to construct the college English cross-cultural teaching model based on SPOC.Before constructing the SPOC-based course design model for college English intercultural teaching, we first analyzed the key elements of the teaching model. The task-based language teaching method will mainly be used in the classroom, and computer-assisted teaching methods will be mainly applied within the curriculum. The teaching media within the model will adopt the combination of emerging media and traditional media, such as e-learning platform “China University MOOC,” APPs, and WeChat Group, while traditional media blackboards, PPTs, and projectors will still be considered essential [11]. Teaching evaluation is an activity that judges teaching effectiveness based on teaching objectives. This model focuses on the usual formative evaluation [12]. Because of the superiority of the SPOC online platform and new social media, the model evaluation will be more scientific.


### 3.2. Analysis of Experimental Teaching Objects

We applied the SPOC-based college English intercultural teaching model to one of the classes for teaching experiments (Class A) and conduct comparative analysis with another class (Class B) to verify the actual effects of the application of the model. We took B as the experimental group and A as the control group. There are 40 students in the experiment class and 48 in the control class. Taking their comprehensive scores in college English as a pretest, the perfect score is 100 points, which has stratified by every 10 points. The specific distribution is shown in Table2.Table 2
Distribution of the pretest score.
Point number90-9980-8970-7960-6950-5940-4930-390-30AbsentTest group1111995202Control group11012746431Corresponding to the number of students and specific scores in each of the experimental class and the control class, we randomly selected the same number of students in both classes as samples for the experimental class and the control class. We selected one person in the 90-99 fractional segment, 1 person in the 80-89 fraction segment, 11 people in the 70-79 fraction segment, 7 people in the 60-69 fraction segment, 4 people in the 50-59 fraction segment, 5 people in the 40-49 fractional segment, and 2 people in the 30-39 fractional segment. There were 31 people in each class. According to the requirements of the previous implementation conditions for students and the teaching environment, we adopted a questionnaire survey to understand the students of the experimental class. We distributed questionnaires on the “Student Network Literacy Survey” and “Online Learning Accreditation” to 40 students in the experimental class. There were 40 valid questionnaires recovered, and the recovery rate was 100%. The survey results are shown in Table3.Table 3
Survey report of students using online mobile learning tools.
Time instrument<1 hour1 hour~2 hours2 hours~4 hours4 hours~5 hoursMobile42.5%45%10%2.5%Computer50%37.5%7.5%5%From Table3, it can be seen that most students use mobile tools for online learning within two hours. Through interviews, we learned that all students in the class are equipped with computers and mobile phones, and they all have personal accounts on the most extensive social networking platform. They were fully equipped with basic e-learning literacy.


### 3.3. Task Study of the Experimental Process

The task study period has been divided into two parts: in class and after class (in Figure3).
(1)
Students ask questions in class. Teachers will build groups according to students’ different situations and encourage the students to share their opinions so that the students could participate in the open classroom. Then, teachers will introduce the tools and network platform to students for self-learning. Each task group will raise a question during the course of the guided class, and each group can select the questions of other groups as task topics to discuss the tasks [13]. Each group of students will display the theme of the prepared task in any form, such as PPT and discussion form(2)
After completing the initial study, the teachers combine the task design of the MOOC curriculum background with English culture to design real-world situation tasks(3)
The results of the task will be displayed in the class, and the students are mutually evaluated. During the 5th to 6th class, the students will show the results of the task in the class and the groups will evaluate each other(4)
Students use ubiquitous learning resources to conduct autonomous learning after class. On the one hand, students conduct personal learning through a variety of learning media (mobile phones, computers, books, etc.) and various kinds of learning APPs. On the other hand, students interact with teachers through various social networks (WeChat, Weibo, QQ chat app, etc.)(5)
Students will discuss with others and evaluate the results of the task(6)
The students will check the language points and grammar points and do language exercises. After teaching, the main tasks teachers must do are teaching evaluation and teaching reflection. These are formative evaluation and summative evaluation, respectively. The summative evaluation reference standard is the final examination result. The main analysis in this paper is the formative evaluation. The formative evaluation comes from three aspects—student self-assessment, student peer review, and teacher evaluation [14]. Students make a summary of their learning process and submit it to teachers for evaluation. In the task study process, each group will perform a mutual evaluation of other group tasks after the task is completed. The teacher’s evaluation reference comes from the participation of the SPOC online evaluation platform, the completion of the task, and the performance of the student’s classroom performanceFigure 3
The basic process of the teaching mode.


### 3.4. Data Analysis

#### 3.4.1. The Data Analysis Using SPSS

With SPSS22.0 software, we first conducted a statistical quantitative analysis of the English performance of the experimental class (40 students) and the control class (48 students), that is, the pretest results. (The maximum score on this test is 100.) It can be seen in Table4.Table 4
Pretest results.
NMeanStandard deviationStandard error of the meanExperimental class3167.5815.552.56Control class3167.7915.282.51In order to ensure that the English level of the experimental group and the control group before the experiment is the same, we further conducted an independent samplet-test on the pretest results (in Table 5).Table 5
Test results of the pretest independent samplet.
The test of variance equationThet-test of the mean equationFSigtdfSigD-valueStandard errorDifferential 95% confidence intervalLower limitUpper limitAchievementEqual variance0.0610.806-0.09310.911-0.3643.66-7.646.82Unequal variance1.39310.0354.693.35-1.9811.35The test results of the independent samplet showed that the English level was similar between the experimental group and the control group. Before the experimental treatment, there was no significant difference between the two groups.Using the same SPSS22.0 software, we analyzed the final grades of the experimental group and the control group. The posttest results are in Table6.Table 6
Posttest results.
NMeanStandard deviationStandard error of the meanExperimental class3172.5812.952.16Control class3167.7115.282.56Similarly, we conducted an independent samplet-test on the posttest results. We set the confidence interval to 95% with a significant level of 0.05 (in Table 7).Table 7
Test results of the posttest independent samplet.
The test of variance equationThet-test of the mean equationFSigtdfSigD-valueStandard errorDifferential 95% confidence intervalLower limitUpper limitAchievementEqual variance1.140.271.39310.044.643.35-1.9911.33Unequal variance-0.98310.960.35-7.61-1.996.85From the independent samplet-test data, sig is 0.035, which is less than 0.05. This showed that there is a significant difference in English scores between the experimental group and the control group. The average score of the experimental group was better than the average score of the control group. Therefore, using the SPOC-based college English intercultural teaching model can improve students’ overall English level and improve their learning efficiency. The experiment lasted for three months.


#### 3.4.2. The Data Analysis of the Questionnaire Survey

In order to understand the postexperimental students’ attitude towards online course design and the new SPOC-based teaching model, we conducted a “learning feedback survey” (in Table8) for learners after the experiment. Among them, 40 feedback questionnaires were distributed, 40 valid questionnaires were back, and the recovery rate was 100%. The data shows that 85% of students expressed their preference for the SPOC-based teaching model, which indicates that the experimental results are very good (Figure 4). In addition, we used random sampling methods to interview 20 students after the course in order to understand the students’ attitude towards this course. Only one student expressed his feelings that online mobile devices are too entertaining and often cannot concentrate on learning [15, 16]. He believes that the teaching effect of this model is not effective, so he is not satisfied. We concluded that the implementation of this teaching model was generally satisfactory based on the results of questionnaires, case interviews, experimental data, and teaching observations.Table 8
Questionnaire of learning feedback survey.
(1) Sex(A) Male(B) Female(2) Are you satisfied with the teaching model?(A) Satisfied(B) Not satisfied(3) Do you think the learning platform of Chinese University MOOC is easy to use?(A) Well(B) Good(C) General(D) Bad(4) What is your favorite part of the course?(A) Preclass autonomous learning(B) Task preparation and presentation(C) Task discussion(D) Other(5) Do you think the teaching evaluation is reasonable?(A) Extremely reasonable(B) Reasonable(C) General(D) Unreasonable(6) What help do you think this teaching give to you? (multiple selection)(A) Academic performance(B) Communication skills(C) Self-study ability(D) English interest(E) English pronunciation(F) Oral English(7) What additional resources do you think the current classroom resources need to increase?(8) SuggestionsFigure 4
Students’ attitudes after the implementation of the course.We also calculated the learning effects of this teaching model.From the survey results, it can be seen that 62.5% of the students expressed satisfaction with their participation in this experiment. More than half of the students believe that through the mixed learning of the Internet and the classroom, they have enriched their knowledge and improved their ability to learn independently, and their English cultural communication skills have improved. However, only about 50% of the students agreed to the “new teaching model improved their academic performance” (Figure5). The specific data are as follows: 70% of students believe that the new model of teaching and learning helps them improve their English performance. Sixty-five percent of students believe that they have exercised their cross-cultural communication skills throughout the learning process due to various communication tasks and the implementation of various discussions. Sixty-three percent of students believe that this new model has greatly stimulated their interest in learning English and mobilized their passion for learning English.Figure 5
Evaluation of learning effects.


#### 3.4.3. Data Validity

The application of the new model is very helpful for the improvement of students’ abilities in all aspects of Figure6, and it is helpful for cross-cultural competence training. The students are very satisfied with the experimental course and willing to learn through online courses with the low evaluation of teaching effectiveness, which indicates that we still need to make more efforts to improve the effectiveness of cross-cultural mixed teaching.Figure 6
Specific situation of learning effects.While constructing a college English intercultural teaching model based on SPOC, we applied the new model of construction to two classes of a certain college in Anhui for teaching practice. In the teaching practice, we evaluate the students through the online assessment and discussion area of the SPOC platform after the course [17]. In class, we use the role of a facilitator to guide students to complete tasks and ask questions to communicate. Through mutual coordination after class and after class practice observations, SPSS result analysis, and questionnaire analysis, we found that students welcomed the new model and students were interested in learning English [18]. At the same time, the new model strengthens the interaction among students and teachers and promotes students’ intercultural communication skills.


### 3.5. Experimental Feedback

Corroborating the results of quantitative analysis, interviews with students showed that the new teaching model improved learning efficiency and self-learning ability and also found some problems that need to be paid attention to in teaching design.First, the new teaching mode is conducive to supervising students’ learning, but it needs to take a variety of ways to improve students’ attention. Some students said, “SPOC can save class time, can take notes, and can watch repeatedly if you don’t understand, which increases learning time. Learning English anytime, anywhere can help students to manage their learning time more flexibly, cultivate independent learning ability, and can better consolidate Words, phrases, sentence patterns.” “The timely feedback of the digital teaching resource platform forced me to constantly revise my composition [19]. After a period, I found that my composition level improved.” However, some students said, “The new teaching model is very helpful to me, but because it is done online, the learning initiative is poor, and if the time is a little longer, I can’t concentrate, and I hope to simplify the content and practice.” “The SPOC course registration form only adopts a single Teachers’ teaching methods are too simple, and it is suggested that various teaching modes can be adopted to enhance the interest of SPOC courses.” Second, the implementation of the new English teaching mode needs to consider the teaching form of teachers and students’ learning adaptability.From the feedback information of teachers participating in the experiment, it is found that the new teaching mode reduces the time for teachers to repeatedly explain and feedback problems, avoids a lot of repetitive work, and guides teachers to devote more energy to teaching design, classroom activity organization, and the creative work of individual guidance, and humanistic care for students has improved the effect of English teaching and stimulated teaching enthusiasm.


## 3.1. Analysis of Key Elements of the Teaching Mode

With the rapid development of network information technology, SPOC as the latest teaching model is the combination of future education concepts and traditional education methods. Based on face-to-face teaching, it uses network technology as a means to reform modern teaching because of future education concepts. Therefore, it is of important research value to construct the college English cross-cultural teaching model based on SPOC.Before constructing the SPOC-based course design model for college English intercultural teaching, we first analyzed the key elements of the teaching model. The task-based language teaching method will mainly be used in the classroom, and computer-assisted teaching methods will be mainly applied within the curriculum. The teaching media within the model will adopt the combination of emerging media and traditional media, such as e-learning platform “China University MOOC,” APPs, and WeChat Group, while traditional media blackboards, PPTs, and projectors will still be considered essential [11]. Teaching evaluation is an activity that judges teaching effectiveness based on teaching objectives. This model focuses on the usual formative evaluation [12]. Because of the superiority of the SPOC online platform and new social media, the model evaluation will be more scientific.


## 3.2. Analysis of Experimental Teaching Objects

We applied the SPOC-based college English intercultural teaching model to one of the classes for teaching experiments (Class A) and conduct comparative analysis with another class (Class B) to verify the actual effects of the application of the model. We took B as the experimental group and A as the control group. There are 40 students in the experiment class and 48 in the control class. Taking their comprehensive scores in college English as a pretest, the perfect score is 100 points, which has stratified by every 10 points. The specific distribution is shown in Table2.Table 2
Distribution of the pretest score.
Point number90-9980-8970-7960-6950-5940-4930-390-30AbsentTest group1111995202Control group11012746431Corresponding to the number of students and specific scores in each of the experimental class and the control class, we randomly selected the same number of students in both classes as samples for the experimental class and the control class. We selected one person in the 90-99 fractional segment, 1 person in the 80-89 fraction segment, 11 people in the 70-79 fraction segment, 7 people in the 60-69 fraction segment, 4 people in the 50-59 fraction segment, 5 people in the 40-49 fractional segment, and 2 people in the 30-39 fractional segment. There were 31 people in each class. According to the requirements of the previous implementation conditions for students and the teaching environment, we adopted a questionnaire survey to understand the students of the experimental class. We distributed questionnaires on the “Student Network Literacy Survey” and “Online Learning Accreditation” to 40 students in the experimental class. There were 40 valid questionnaires recovered, and the recovery rate was 100%. The survey results are shown in Table3.Table 3
Survey report of students using online mobile learning tools.
Time instrument<1 hour1 hour~2 hours2 hours~4 hours4 hours~5 hoursMobile42.5%45%10%2.5%Computer50%37.5%7.5%5%From Table3, it can be seen that most students use mobile tools for online learning within two hours. Through interviews, we learned that all students in the class are equipped with computers and mobile phones, and they all have personal accounts on the most extensive social networking platform. They were fully equipped with basic e-learning literacy.


## 3.3. Task Study of the Experimental Process

The task study period has been divided into two parts: in class and after class (in Figure3).
(1)
Students ask questions in class. Teachers will build groups according to students’ different situations and encourage the students to share their opinions so that the students could participate in the open classroom. Then, teachers will introduce the tools and network platform to students for self-learning. Each task group will raise a question during the course of the guided class, and each group can select the questions of other groups as task topics to discuss the tasks [13]. Each group of students will display the theme of the prepared task in any form, such as PPT and discussion form(2)
After completing the initial study, the teachers combine the task design of the MOOC curriculum background with English culture to design real-world situation tasks(3)
The results of the task will be displayed in the class, and the students are mutually evaluated. During the 5th to 6th class, the students will show the results of the task in the class and the groups will evaluate each other(4)
Students use ubiquitous learning resources to conduct autonomous learning after class. On the one hand, students conduct personal learning through a variety of learning media (mobile phones, computers, books, etc.) and various kinds of learning APPs. On the other hand, students interact with teachers through various social networks (WeChat, Weibo, QQ chat app, etc.)(5)
Students will discuss with others and evaluate the results of the task(6)
The students will check the language points and grammar points and do language exercises. After teaching, the main tasks teachers must do are teaching evaluation and teaching reflection. These are formative evaluation and summative evaluation, respectively. The summative evaluation reference standard is the final examination result. The main analysis in this paper is the formative evaluation. The formative evaluation comes from three aspects—student self-assessment, student peer review, and teacher evaluation [14]. Students make a summary of their learning process and submit it to teachers for evaluation. In the task study process, each group will perform a mutual evaluation of other group tasks after the task is completed. The teacher’s evaluation reference comes from the participation of the SPOC online evaluation platform, the completion of the task, and the performance of the student’s classroom performanceFigure 3
The basic process of the teaching mode.


## 3.4. Data Analysis

### 3.4.1. The Data Analysis Using SPSS

With SPSS22.0 software, we first conducted a statistical quantitative analysis of the English performance of the experimental class (40 students) and the control class (48 students), that is, the pretest results. (The maximum score on this test is 100.) It can be seen in Table4.Table 4
Pretest results.
NMeanStandard deviationStandard error of the meanExperimental class3167.5815.552.56Control class3167.7915.282.51In order to ensure that the English level of the experimental group and the control group before the experiment is the same, we further conducted an independent samplet-test on the pretest results (in Table 5).Table 5
Test results of the pretest independent samplet.
The test of variance equationThet-test of the mean equationFSigtdfSigD-valueStandard errorDifferential 95% confidence intervalLower limitUpper limitAchievementEqual variance0.0610.806-0.09310.911-0.3643.66-7.646.82Unequal variance1.39310.0354.693.35-1.9811.35The test results of the independent samplet showed that the English level was similar between the experimental group and the control group. Before the experimental treatment, there was no significant difference between the two groups.Using the same SPSS22.0 software, we analyzed the final grades of the experimental group and the control group. The posttest results are in Table6.Table 6
Posttest results.
NMeanStandard deviationStandard error of the meanExperimental class3172.5812.952.16Control class3167.7115.282.56Similarly, we conducted an independent samplet-test on the posttest results. We set the confidence interval to 95% with a significant level of 0.05 (in Table 7).Table 7
Test results of the posttest independent samplet.
The test of variance equationThet-test of the mean equationFSigtdfSigD-valueStandard errorDifferential 95% confidence intervalLower limitUpper limitAchievementEqual variance1.140.271.39310.044.643.35-1.9911.33Unequal variance-0.98310.960.35-7.61-1.996.85From the independent samplet-test data, sig is 0.035, which is less than 0.05. This showed that there is a significant difference in English scores between the experimental group and the control group. The average score of the experimental group was better than the average score of the control group. Therefore, using the SPOC-based college English intercultural teaching model can improve students’ overall English level and improve their learning efficiency. The experiment lasted for three months.


### 3.4.2. The Data Analysis of the Questionnaire Survey

In order to understand the postexperimental students’ attitude towards online course design and the new SPOC-based teaching model, we conducted a “learning feedback survey” (in Table8) for learners after the experiment. Among them, 40 feedback questionnaires were distributed, 40 valid questionnaires were back, and the recovery rate was 100%. The data shows that 85% of students expressed their preference for the SPOC-based teaching model, which indicates that the experimental results are very good (Figure 4). In addition, we used random sampling methods to interview 20 students after the course in order to understand the students’ attitude towards this course. Only one student expressed his feelings that online mobile devices are too entertaining and often cannot concentrate on learning [15, 16]. He believes that the teaching effect of this model is not effective, so he is not satisfied. We concluded that the implementation of this teaching model was generally satisfactory based on the results of questionnaires, case interviews, experimental data, and teaching observations.Table 8
Questionnaire of learning feedback survey.
(1) Sex(A) Male(B) Female(2) Are you satisfied with the teaching model?(A) Satisfied(B) Not satisfied(3) Do you think the learning platform of Chinese University MOOC is easy to use?(A) Well(B) Good(C) General(D) Bad(4) What is your favorite part of the course?(A) Preclass autonomous learning(B) Task preparation and presentation(C) Task discussion(D) Other(5) Do you think the teaching evaluation is reasonable?(A) Extremely reasonable(B) Reasonable(C) General(D) Unreasonable(6) What help do you think this teaching give to you? (multiple selection)(A) Academic performance(B) Communication skills(C) Self-study ability(D) English interest(E) English pronunciation(F) Oral English(7) What additional resources do you think the current classroom resources need to increase?(8) SuggestionsFigure 4
Students’ attitudes after the implementation of the course.We also calculated the learning effects of this teaching model.From the survey results, it can be seen that 62.5% of the students expressed satisfaction with their participation in this experiment. More than half of the students believe that through the mixed learning of the Internet and the classroom, they have enriched their knowledge and improved their ability to learn independently, and their English cultural communication skills have improved. However, only about 50% of the students agreed to the “new teaching model improved their academic performance” (Figure5). The specific data are as follows: 70% of students believe that the new model of teaching and learning helps them improve their English performance. Sixty-five percent of students believe that they have exercised their cross-cultural communication skills throughout the learning process due to various communication tasks and the implementation of various discussions. Sixty-three percent of students believe that this new model has greatly stimulated their interest in learning English and mobilized their passion for learning English.Figure 5
Evaluation of learning effects.


### 3.4.3. Data Validity

The application of the new model is very helpful for the improvement of students’ abilities in all aspects of Figure6, and it is helpful for cross-cultural competence training. The students are very satisfied with the experimental course and willing to learn through online courses with the low evaluation of teaching effectiveness, which indicates that we still need to make more efforts to improve the effectiveness of cross-cultural mixed teaching.Figure 6
Specific situation of learning effects.While constructing a college English intercultural teaching model based on SPOC, we applied the new model of construction to two classes of a certain college in Anhui for teaching practice. In the teaching practice, we evaluate the students through the online assessment and discussion area of the SPOC platform after the course [17]. In class, we use the role of a facilitator to guide students to complete tasks and ask questions to communicate. Through mutual coordination after class and after class practice observations, SPSS result analysis, and questionnaire analysis, we found that students welcomed the new model and students were interested in learning English [18]. At the same time, the new model strengthens the interaction among students and teachers and promotes students’ intercultural communication skills.


## 3.4.1. The Data Analysis Using SPSS

With SPSS22.0 software, we first conducted a statistical quantitative analysis of the English performance of the experimental class (40 students) and the control class (48 students), that is, the pretest results. (The maximum score on this test is 100.) It can be seen in Table4.Table 4
Pretest results.
NMeanStandard deviationStandard error of the meanExperimental class3167.5815.552.56Control class3167.7915.282.51In order to ensure that the English level of the experimental group and the control group before the experiment is the same, we further conducted an independent samplet-test on the pretest results (in Table 5).Table 5
Test results of the pretest independent samplet.
The test of variance equationThet-test of the mean equationFSigtdfSigD-valueStandard errorDifferential 95% confidence intervalLower limitUpper limitAchievementEqual variance0.0610.806-0.09310.911-0.3643.66-7.646.82Unequal variance1.39310.0354.693.35-1.9811.35The test results of the independent samplet showed that the English level was similar between the experimental group and the control group. Before the experimental treatment, there was no significant difference between the two groups.Using the same SPSS22.0 software, we analyzed the final grades of the experimental group and the control group. The posttest results are in Table6.Table 6
Posttest results.
NMeanStandard deviationStandard error of the meanExperimental class3172.5812.952.16Control class3167.7115.282.56Similarly, we conducted an independent samplet-test on the posttest results. We set the confidence interval to 95% with a significant level of 0.05 (in Table 7).Table 7
Test results of the posttest independent samplet.
The test of variance equationThet-test of the mean equationFSigtdfSigD-valueStandard errorDifferential 95% confidence intervalLower limitUpper limitAchievementEqual variance1.140.271.39310.044.643.35-1.9911.33Unequal variance-0.98310.960.35-7.61-1.996.85From the independent samplet-test data, sig is 0.035, which is less than 0.05. This showed that there is a significant difference in English scores between the experimental group and the control group. The average score of the experimental group was better than the average score of the control group. Therefore, using the SPOC-based college English intercultural teaching model can improve students’ overall English level and improve their learning efficiency. The experiment lasted for three months.


## 3.4.2. The Data Analysis of the Questionnaire Survey

In order to understand the postexperimental students’ attitude towards online course design and the new SPOC-based teaching model, we conducted a “learning feedback survey” (in Table8) for learners after the experiment. Among them, 40 feedback questionnaires were distributed, 40 valid questionnaires were back, and the recovery rate was 100%. The data shows that 85% of students expressed their preference for the SPOC-based teaching model, which indicates that the experimental results are very good (Figure 4). In addition, we used random sampling methods to interview 20 students after the course in order to understand the students’ attitude towards this course. Only one student expressed his feelings that online mobile devices are too entertaining and often cannot concentrate on learning [15, 16]. He believes that the teaching effect of this model is not effective, so he is not satisfied. We concluded that the implementation of this teaching model was generally satisfactory based on the results of questionnaires, case interviews, experimental data, and teaching observations.Table 8
Questionnaire of learning feedback survey.
(1) Sex(A) Male(B) Female(2) Are you satisfied with the teaching model?(A) Satisfied(B) Not satisfied(3) Do you think the learning platform of Chinese University MOOC is easy to use?(A) Well(B) Good(C) General(D) Bad(4) What is your favorite part of the course?(A) Preclass autonomous learning(B) Task preparation and presentation(C) Task discussion(D) Other(5) Do you think the teaching evaluation is reasonable?(A) Extremely reasonable(B) Reasonable(C) General(D) Unreasonable(6) What help do you think this teaching give to you? (multiple selection)(A) Academic performance(B) Communication skills(C) Self-study ability(D) English interest(E) English pronunciation(F) Oral English(7) What additional resources do you think the current classroom resources need to increase?(8) SuggestionsFigure 4
Students’ attitudes after the implementation of the course.We also calculated the learning effects of this teaching model.From the survey results, it can be seen that 62.5% of the students expressed satisfaction with their participation in this experiment. More than half of the students believe that through the mixed learning of the Internet and the classroom, they have enriched their knowledge and improved their ability to learn independently, and their English cultural communication skills have improved. However, only about 50% of the students agreed to the “new teaching model improved their academic performance” (Figure5). The specific data are as follows: 70% of students believe that the new model of teaching and learning helps them improve their English performance. Sixty-five percent of students believe that they have exercised their cross-cultural communication skills throughout the learning process due to various communication tasks and the implementation of various discussions. Sixty-three percent of students believe that this new model has greatly stimulated their interest in learning English and mobilized their passion for learning English.Figure 5
Evaluation of learning effects.


## 3.4.3. Data Validity

The application of the new model is very helpful for the improvement of students’ abilities in all aspects of Figure6, and it is helpful for cross-cultural competence training. The students are very satisfied with the experimental course and willing to learn through online courses with the low evaluation of teaching effectiveness, which indicates that we still need to make more efforts to improve the effectiveness of cross-cultural mixed teaching.Figure 6
Specific situation of learning effects.While constructing a college English intercultural teaching model based on SPOC, we applied the new model of construction to two classes of a certain college in Anhui for teaching practice. In the teaching practice, we evaluate the students through the online assessment and discussion area of the SPOC platform after the course [17]. In class, we use the role of a facilitator to guide students to complete tasks and ask questions to communicate. Through mutual coordination after class and after class practice observations, SPSS result analysis, and questionnaire analysis, we found that students welcomed the new model and students were interested in learning English [18]. At the same time, the new model strengthens the interaction among students and teachers and promotes students’ intercultural communication skills.


## 3.5. Experimental Feedback

Corroborating the results of quantitative analysis, interviews with students showed that the new teaching model improved learning efficiency and self-learning ability and also found some problems that need to be paid attention to in teaching design.First, the new teaching mode is conducive to supervising students’ learning, but it needs to take a variety of ways to improve students’ attention. Some students said, “SPOC can save class time, can take notes, and can watch repeatedly if you don’t understand, which increases learning time. Learning English anytime, anywhere can help students to manage their learning time more flexibly, cultivate independent learning ability, and can better consolidate Words, phrases, sentence patterns.” “The timely feedback of the digital teaching resource platform forced me to constantly revise my composition [19]. After a period, I found that my composition level improved.” However, some students said, “The new teaching model is very helpful to me, but because it is done online, the learning initiative is poor, and if the time is a little longer, I can’t concentrate, and I hope to simplify the content and practice.” “The SPOC course registration form only adopts a single Teachers’ teaching methods are too simple, and it is suggested that various teaching modes can be adopted to enhance the interest of SPOC courses.” Second, the implementation of the new English teaching mode needs to consider the teaching form of teachers and students’ learning adaptability.From the feedback information of teachers participating in the experiment, it is found that the new teaching mode reduces the time for teachers to repeatedly explain and feedback problems, avoids a lot of repetitive work, and guides teachers to devote more energy to teaching design, classroom activity organization, and the creative work of individual guidance, and humanistic care for students has improved the effect of English teaching and stimulated teaching enthusiasm.


## 4. Conclusion

This study constructs a college English intercultural teaching model based on SPOC and the analysis of college English intercultural teaching. A small-scale teaching practice has been carried out for this model. Through this practical study, the contribution of this paper is as follows. First, there is a certain level of feasibility for the college English intercultural teaching model based on SPOC. Students and teachers are willing to accept this teaching mode. The effectiveness of classroom teaching and students’ enthusiasm for learning has also greatly improved by this model. According to the results of SPSS analysis and questionnaire surveys, the completion of after-school tasks has received overall positive feedback. Therefore, the implementation of the college English intercultural teaching model based on SPOC is effective and successful. Second, the college English intercultural teaching model based on SPOC has effectively promoted students’ cross-cultural communication skills. Students’ learning autonomy has effectively improved, and students’ thinking ability and innovation ability have been cultivated. To a certain extent, this model effectively solves the limitations of time in traditional language teaching. The challenges of SPOC such as online task design, task submission, and online evaluation have effectively saved teachers’ energy. Students also increased their interest in learning English culture. Not only has their English speaking ability improved significantly but also their competence in communicating and collaborating with English speakers has greatly ameliorated. Therefore, the integration of the future education concept and network construction represented by SPOC has a significant role in promoting college English intercultural teaching.



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