A Study on Constructing AI-Enabled Digital Curricula to Integrate Lingnan Culture into College English Teaching

Yafei Pang; Yuyan He

doi:10.63313/LLCS.9113

Authors

Yafei Pang Foshan University, Foshan, 528000, China Author
Yuyan He Foshan University, Foshan, 528000, China Author

DOI:

https://doi.org/10.63313/LLCS.9113

Keywords:

Lingnan Culture, College English Teaching, AI-enabled Digital Curriculum, Human-machine Collaboration, Practice Pathways

Abstract

Against the backdrop of deepening educational digital transformation and the normalization of cultural confidence cultivation, this study takes New College English (Book 1) Integrated Course as the instructional carrier and, grounded in Second Language Acquisition Theory (SLA Theory) and TPACK theory, systematically explores pathways of AI-enabled digital curricula for integrating Lingnan culture into College English teaching across the full “pre-class, in-class and post-class” instructional process. The findings indicate that through the synergistic empowerment of various technologies within an AI-enabled digital curriculum ecosystem, it is possible not only to enhance the efficiency of transforming Lingnan cultural resources into instructional content and to innovate cross-cultural curriculum interaction models, but also to promote the coordinated development of language skills and cultural literacy. This provides practical insights and developmental momentum for the AI-enabled digital curriculum integration of regional culture into foreign language education.This study discusses the construction of AI-enabled digital curriculum with integration of regional culture within the Chinese context, yet it also holds certain reference significance for the development of AI-enabled digital curriculum in other countries.

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