https://doi.org/10.31449/inf.v43i3.2807 Informatica 43 (2019) 343–347 343 
Study on the Multivariant Interactive Teaching Modes of College 
English under the Information Technology Environment 
Fangfang Chen 
School of Foreign Languages, Jinzhong University, China 
E-mail: fangfang_chen@163.com 
Keywords: Information technology environment, multivariant interactive, college english, teaching mode  
Received: July 15, 2019 
Teaching modes can achieve twice the result with half the effort for teaching effect. The multivariant 
interactive teaching modes based on constructivism theory are a new kind of teaching modes supported 
by information technology. The multivariant interactive College English teaching modes under the 
information technology environment has changed the relationship between teachers and students in the 
classroom teaching process and the relationship between teachers and students and the teaching content. 
It can improve the quality of English teaching to achieve the goal of effectively improving the teaching 
effect of the course and improving students' ability of using English language. Based on the background 
of the information technology environment, this research takes the college students as the object and the 
multivariant interactive teaching modes as the research method and analyzes the effectiveness of the 
multivariant interactive teaching modes through an example. 
Povzetek: Opisana in testirana je multivariantna analiza učenja angleščine. 
 
1 Introduction 
The rapid development of information technology is 
gradually changing the traditional teaching environment 
and means. Foreign language educators should make full 
use of advanced digital technology to absorb and inherit 
the original teaching advantages to the maximum, making 
it easier for College English teaching to turn from the 
teacher centered to the "multivariant interactive" teaching 
mode between students and computers, students and 
students, students and teachers. Information-based 
"multivariant interactive" teaching is the development 
direction of College English teaching. Therefore, one of 
the main objectives of the reform of the current teaching 
mode is to construct a new teaching structure which can 
not only play the guiding role of teaching but also fully 
reflect the main role of the students. The multivariant 
interactive teaching modes under the digital technology 
environment have strong interactivity. It can realize 
interaction between students and computers, interaction 
between students and students, interaction between 
students and teachers, and interaction between students 
and learning content. The direction of interaction can also 
be one to one, one to many, or multivariant to many 
"multivariant interactive" [1]. 
2 Related research based on the 
multivariant interactive teaching 
modes 
2.1 The connotation of multivariant 
interactive teaching modes 
"Multivariate" is the meaning of multivariant elements 
and multivariant essential factors. "Multivariant 
interactive" is the process of interaction and interlinking 
of multivariant elements. In the course of teaching, 
"multivariate" refers to the teaching elements related to 
teaching activities, such as teachers' elements, students' 
elements, teaching environment elements, material 
conditions elements, and textbook elements and so on. 
Therefore, "multivariant interactive" can be defined as a 
process in which various elements related to teaching 
activities interact and influence each other. The 
multivariant interactive in the course of teaching is a series 
of teaching and learning activities, which can make use of 
the factors of teachers, students and teaching environment 
to improve the students' interest in learning actively, 
improve the students' learning state and effect, and achieve 
a high quality and efficient teaching effect [2]. 
2.2 The characteristics of multivariant 
teaching modes 
(1) Integrating multivariant teaching methods. The 
multivariant interactive teaching modes intertwined the 
teaching method, teaching means, teaching content and 
teaching organization form into an interactive one. It 
changes the relatively abstract education idea into a 

344 Informatica 43 (2019) 343–347 F. Chen  
specific operational strategy, and encourages students to 
feel, judge and practice and adjust their learning behaviors 
in an all-round way [3]. 
(2) An open teaching environment. The multivariant 
interactive teaching modes are open, and the classroom 
under this mode is an activity class. Before and after class, 
students must read a lot and grasp certain vocabularies so 
that they can interact effectively in class. The information 
technology environment also increases the interaction 
between students and teachers, so that students can 
interact with others in the virtual social situation, which 
helps students to play the role of emotional factors in 
language learning [4]. 
(3) An equal relationship between teachers and 
students. The multivariant interactive teaching mode 
advocates the establishment of an equal interaction 
between teachers and students. It respects the students' 
personality and experience, encourages and trains the 
students' spirit of independent exploration, interaction and 
practice and innovation, and tries to create a relaxed and 
harmonious interactive teaching situation. Students 
choose different learning methods according to their 
special situations and learning requirements, and actively 
participate in the whole interactive teaching process. 
(4) A variety of teaching forms. The multivariant 
interactive teaching modes are opposed to the stereotyped 
and traditional instilled teaching, which focuses on that 
students actively and collaboratively acquire knowledge. 
3 Experimental designs of 
multivariant interactive teaching 
modes of college English under 
information technology 
environment 
The experimental subjects were a comprehensive 
university, which includes both freshmen who have just 
entered the university and seniors of the sophomore year. 
Freshmen organize classes in administrative classes, and 
old students independently choose courses according to 
the credit system management system, so students in a 
class may come from different professional classes. There 
are mainly four teachers involved in experimental 
teaching work, all of whom are members of the research 
group of this project. They have not only division of labor, 
but also cooperation, and are involved in listening and 
speaking experimental teaching [5]. This chapter intends 
to elaborate on the design of listening and speaking 
experiment teaching and the survey of teachers' teaching 
beliefs. 
(1) The research problem of the experiment 
1) Whether the multivariant interactive teaching 
modes can play a positive role in the cultivation of 
students' awareness of oral communication strategic and 
the using frequency of communicative strategy; 
2) Whether the multivariant interactive teaching 
modes can promote the formation of students' independent 
learning ability and cooperative ability; 
3) Whether the multivariant interactive teaching 
modes can provide students with meaningful input and 
output environment. 
(2) Experimental object 
The object of this study is the first-grade students of 
grade 16 law school in our university. They are students 
of two natural classes whose majors are law. Before the 
experiment, we calculate the average score for statistics 
after converting subjects learning background and English 
college entrance examination results into percentile, and 
the results are shown as shown in Table 1. The two classes 
who participated in the experiment used the same listening 
and speaking teaching materials and the independent 
learning network platform, that is, the "Experiencing 
English College English learning system", which is newly 
developed in the first volume of College English listening 
and speaking course [6]. The system is installed on the 
server based on campus network, and students can log in 
and study at any time. From table 1 and Figure 1, it can be 
seen that the English foundation of the subjects is basically 
the same. The time distribution of their extracurricular 
English learning every week in middle school is basically 
the same. The 1 class was taken as the experimental class 
and the 2 class was taken as the control class.  
 
Table 1: Learning background and College Entrance 
Examination Statistics 
 
Figure 1: The comparison situation of the subjects being 
studied. 
(3) Experimental scheme 
The experimental scheme is:  
1) Selecting the subjects, they were divided into 
experimental class and control class, and their oral 
learning strategies, communication strategies and 
metacognitive strategies were investigated. 
2) Assigning tasks and goals of "teachers and 
students, students and students, students and machine" 
interactive teaching for students in experimental class and 
developing an autonomous learning plan. 

Study on the Multivariant Interactive Teaching Modes of... Informatica 43 (2019) 343–347 345 
3) After the end of the experiment, the change 
situation of the oral learning strategies and the use of 
communication strategies in the experimental class and 
the control class were investigated through questionnaires.  
4) Listening and speaking tests were conducted in 
both the experimental class and the control class and 
comparing the differences between their achievements. 
5) Through the learner's autonomous learning 
program, the feedback table is executed, and the students' 
subjective evaluation of "teachers and students, students 
and students, students and machine" interactive teaching 
is understood through the students' learning diary and the 
students' interview.  
6) The differences between autonomous learning 
ability and cooperative ability of the experimental class 
and the control class were compared. 
(4) Experimental tool 
There are three kinds of research tools used in the 
experiment. The first is the questionnaire, including the 
English learning strategy questionnaire and the 
cooperative feeling questionnaire. The second is audio-
visual test. The third is the students' own subjective 
evaluation, including study diary or weekly diary and 
interview, and the implementation feedback form of 
learner's independent learning plan [7]. This research uses 
SPSS13.0 statistics to process data. 
4 Analysis of the Experimental 
Results of Multivariant Interactive 
Teaching in College English under 
Information Technology 
Environment 
4.1 The experimental process of listening 
and speaking experimental teaching 
Listening and speaking experimental teaching started 
from the end of September 2016 and ended at the end of 
January 2017, which lasted for 12 weeks. During the first 
week of freshmen, the using frequency of English learning 
strategies, audio-visual tests and oral English learning 
needs analysis were conducted in the experimental class 
and the control class. Then the teaching plan was 
introduced to the experimental class, emphasizing the 
importance of cooperative learning and autonomous 
learning. In addition, an experimental class was trained in 
oral learning strategy, oral communication strategy and 
independent learning, and the content and operation of 
oral communication strategy and metacognitive strategy 
were introduced gradually. From the beginning of the 
second week, combined with the teaching resources (the 
new edition of "College English audio-visual Speaking 
Course 1"), the "College English learning system" has 
carried out the teaching practice based on autonomous 
learning and cooperative learning in the experimental 
class, which requires the students to complete each 
specific learning task seriously. The control class also 
emphasizes the significance of cooperative ability and 
autonomous learning, and encourages students to develop 
autonomous learning, but it does not activate oral 
communication strategies and strategy training. When 
completing each specific learning task, we advocate 
cooperative learning and independent learning. In January 
2017, the applied situation of oral communication 
strategies of two classes was surveyed again. Finally, two 
classes took part in the audio-visual speaking ability test 
[8]. 
4.2 Example description 
College English listening and speaking "teachers and 
students, students and students, students and machine" 
interaction based on autonomous learning and cooperative 
learning is shown in Figure 2. The solid line is strong and 
the dotted line is weak.  
Student
Listening Speaking 
Classroom 
teaching
Dormitory
Computer single or 
network
Tutorial+ 
Reappearance
Independent + 
cooperative learning
Cooperative Learning 
+ guidance
Student
Teacher
 
Figure 2: "Teachers and students, students and students, 
students and machine" interaction. 
4.3 Experimental results and analysis 
(1) Survey results of the use of oral strategy 
Before and after the experiment, we made statistics and 
analysis on the pretest and posttest of the two oral tests in 
the control class and the experimental class, and the survey 
situation of oral communication strategy using. The 
results are shown in Table 2 and Figure 3. 
 
Table 2: Horizontal statistics of the strategy using in the 
control class and the experimental class. 

346 Informatica 43 (2019) 343–347 F. Chen  
 
Figure 3: Lateral contrast diagram. 
 
Table 3: Longitudinal statistical table of the strategy using 
in the control class and the experimental class. 
As can be seen from table 2 and figure 3, the mean 
values of the strategy using of the control class and the 
experimental class 12 weeks ago were 0.63 and 0.49 
respectively, and the probability was 0.22, greater than 
0.01 after the p-value test. This shows that the frequency 
of strategies using of the two classes is relatively low, and 
the use of oral strategies is almost no difference, and there 
is little correlation between the strategies using. After 12 
weeks of training, the mean value of the strategies using 
of the control class and the experimental work was 
improved, while the average price of the control class was 
slightly higher than that of the experimental class. The 
probability was 0.067, more than 0.05, and less than 0.1 
by the p-value test. It shows that the strategies using 
situation in the two classes has improved, which is 
gradually different, but the significance is not strong [9].  
As can be seen from table 3, the frequency of using 
strategy is low in the control class and experimental work 
before 12 weeks. After 12 weeks of training, the frequency 
of using strategies increased. The probability of using the 
strategy before and after the experiment in the control 
class and the experimental class was 0 and 0.001 
respectively, all lower than 0.05 by the p-value test. It 
shows that there are differences before and after the 
experiment, reaching statistical significance. The 
probability of irrelevance before and after experiment is 
almost zero. 
(2) Results of listening and speaking tests 
In the listening and speaking tests conducted 12 weeks 
ago and 12 weeks later, the results of the control class and 
the experimental class were shown in table 4 and table 5 
respectively. 
From the results of statistics of listening and speaking 
scores in Figure 4, table 4, table 5, the mean value of 
listening and speaking scores in pretest of the control class 
and the experimental class were 16.3, 25.03 and 14.74, 
25.72 respectively. After p value test, the p value is 0.065 
 
Table 4: Horizontal statistics of listening and speaking 
scores in control class and experimental class. 
 
Figure 4: The result statistics of lateral contrast. 
 
Table 5: Longitudinal statistics of listening and speaking 
scores in control class and experimental class. 
 
and 0.054, which are between 0.05 and 0.1. It shows that 
the achievement difference between the two classes is not 
very significant. After 12 weeks, the mean value of 
listening and speaking scores in the control class and the 
experimental class were 21.22, 26.43 and 18.9, 27.03 
respectively. The value of p is less than 0.05 by the p value 
test. This indicates that the listening and speaking effects 
of the two classes are significantly different, and the 
listening and speaking effects of the experimental class are 
more significant [10]. 
(3) Subjective evaluation of students 
The significance of changing the attitude of 
autonomous learning lies in accepting the mode of 
autonomous learning and consciously entering the state of 
autonomous learning. It is difficult to achieve the expected 
learning effect if the change of independent learning 

Study on the Multivariant Interactive Teaching Modes of... Informatica 43 (2019) 343–347 347 
attitude only stays in spoken or perfunctory teachers' task 
requirements. A student from the control class wrote an 
evaluation of the self-reading task: "medium! The sound 
quality or the pronunciation of some words is not very 
good. (Student 1) for the evaluation of the same task, one 
student from the experimental class wrote, "read the text 
aloud and read the courseware, so that it is beneficial to 
the pure pronunciation, correct errors, cultivate the sense 
of language, and cultivate the ability of self-study." 
(Student 2) comparing the activities evaluation of two 
students, we found that the former student was very 
general. Perhaps he did not know how to improve the level 
of reading and lacked motivation to insist on reading 
aloud. Comparatively speaking, the latter student has a 
deep understanding of reading aloud. In short, the 
language accumulated through listening and reading can 
become students' Internalization knowledge and can also 
become a bridge for them to understand target language. 
As students become able to learn and learn in the language 
environment, their chances of leaving teachers for 
autonomous learning will increase. 
5 Conclusion 
Today, with the rapid development of science and 
technology and the acceleration of global integration, the 
demand of society for human resource literacy has 
changed accordingly. It is a new requirement for the 
quality of talent in the age of information technology to 
master and use foreign languages, especially English, to 
communicate and communicate and to master and use 
information technology to obtain; process and deal with 
information. The traditional teaching mode of College 
English with the goal of acquiring language skills has not 
been able to meet the needs of the ability of foreign 
language talents to use foreign languages 
comprehensively in the development of the times. With 
students as the center, task as the link and information 
technology as the means, the goal is to cultivate 
communicative competence, collaboration ability and 
improve language skills. The original intention of this 
research is to build a multi interactive College English 
teaching mode under the information technology 
environment and to combine the classroom teaching with 
autonomous learning. This research takes a university as 
the research object, and makes an example proving of 
English listening and speaking. The experimental results 
show that under the background of information 
technology, multivariant interactive teaching is conducive 
to College students' learning and application. 
6 Acknowledgement 
Text of the acknowledgement. This research work is fully 
supported by School of Foreign Languages in Jinzhong 
University. 
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