Application Of Information Technology To English Teaching In Secondary Vocational Schools: An Empirical Study

In the big data era, smart phones and other use of information technology are the emerging trends especially among young learners. Coupled with the development and popularity of information technology, dramatic changes have taken place and meanwhile, information technology makes a difference in education and teaching. In secondary vocational schools, the teaching reforms targeting the combination of teaching and information technology are on full swing. It is of practical significance for researchers to learn the feasibility of applying information technology to English teaching and whether it is beneficial to the teachers and students in such context.The research involves questionnaires and interviews targeting teachers and students in a vocational school. The former, including the pre-tests and post-tests, is conducted among ten regarding English teachers as well as students in the control class and experimental class. The latter has zeroed in on the teachers and students who, during the teaching reform, experienced the most striking change. On the basis of analysis for the data of the questionnaires and interviews, the thesis summarizes the transformation concerning teachers’ teaching content, teaching method, means of assessment as well as the students’ learning strategies, and thereby predominantly, the feasible teaching model.The theoretical framework includes Constructivism Theory, Input Hypothesis and other theories. The surveys are conducted for statistical analysis of the responses of both the teachers and students before and after experiencing the information-based English teaching reform. The purpose of the research is to learn its feasibility and effectiveness. Statistics reveal that such theories as Constructivism Theory and Input Hypothesis can provide guidance for the reform in the optimization of teaching contents as well as the transformation of teaching method and means of assessment. Thus, the information-based English teaching model proves superior to other traditional models. Statistics again indicate that the new model plays a positive role in stimulating the students’ interest and motivation and facilitating process of learning by encouraging learners’ autonomy in English learning.