Research on ESP Convergent College English Teaching - A Perspective of SMCR Communication Modeling

Abstract

Abstract Addressing the prevalent challenges in university-level English education, this study integrates the SMCR communication model’s attributes with the specifications of ESP (English for Specific Purposes)-integrated teaching, thereby devising an ESP-integrated model tailored for college English instruction from the SMCR perspective. The research objectives were clearly delineated, followed by the distribution of questionnaires to collect essential data for subsequent analysis. The gathered data underwent rigorous reliability and validity assessments to confirm the integrity of the research findings. Additionally, specialized data analysis software was employed to evaluate the effectiveness of the proposed instructional model. The analysis revealed that the average scores for the three dimensions of teacher knowledge—professional theoretical and practical knowledge, information technology knowledge and its applications, and knowledge of related disciplines and basic culture—were 3.947, 3.824, and 3.931, respectively. All dimensions demonstrated statistical significance with p-values less than 0.05 in the context of ESP-integrated English education. These results suggest a pressing need for university English instructors to enhance their understanding and proficiency in information technology, as well as to deepen their grasp of information technology teaching methodologies. Consequently, this investigation contributes novel approaches to university English teaching, leveraging information technology to enhance both educational outcomes and student engagement in the English learning process at the tertiary level.