Construction of English Education Internship System Based on AI-Cognitive Linguistics Integration: Research on University-Industry Collaborative Practice Path for Improving Basic Education Quality
Main Article Content
Abstract
This study examines the systematic reconstruction of pre-service English teacher practicum programs in China, drawing on a theoretical framework that integrates artificial intelligence with cognitive linguistics. Study recruits 86 intern teachers from two universities. Furthermore, the significant data could indicate that these participants, drawn from Central China alongside their partner basic education schools, represent a relevant sample for examining practicum quality. In light of the findings, the evidence may suggest that three deficiencies exist in the current practicum system. Additionally, the results demonstrate that a persistent theory–practice gap limits interns’ ability to translate coursework into classroom action. Nevertheless, the important evidence appears to indicate that a misalignment exists between university training priorities and the actual pedagogical demands of basic education schools. Notwithstanding these results, the important evidence could demonstrate that improved academic performance represents a key outcome of the redesigned practicum system. Therefore, the study demonstrates that empirical evidence and practical reference could support two interconnected goals relevant to pre-service English teacher education. Additionally, the data confirms that theoretical innovation and systemic reform of collaborative training models are the primary contributions of this examination. Evidence supports both theoretical and practical reform goals.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
C. P. Bhusal and K. R. Baral, “Unfulfilled promises of diversity: a de-colonial assessment of the basic level English education in Nepal,” Cogent Education, vol. 12, no. 1, 2025, doi: 10.1080/2331186X.2025.2460251.
M. M. Ali, O. M. Hamid, and I. Hardy, “Governmental rationalities and misrecognising human and social conditions in English-in-education policy for individual and social development,” Language Policy, vol. 25, no. 1, pp. 1–1, 2025, doi: 10.1007/S10993-025-09754-6.
Q. Dai and L. Tang, “The changes of English education in rural middle schools in China since the reform and opening up at the level of policy and teachers (1978–present),” Exploration of Educational Management, vol. 3, no. 12, 2025, doi: 10.12417/3029-2328.25.12.011.
J. Yang, “Research on pathways for cultivating cross-cultural competence in college English education from the perspective of cognitive linguistics,” Overseas English, no. 24, pp. 22–25, 2025.
S. Liu, “Integrating generative AI into metaphor and construction learning in primary and secondary school English education: a cognitive linguistics approach,” New Explorations in Education and Teaching, vol. 3, no. 12, 2025, doi: 10.70711/NEET.V3I12.8245.
N. Wang, “Localized reform and practice of public English education in Hainan in the context of free trade port,” Journal of Business and Economic Research, vol. 1, no. 12, 2025, doi: 10.63887/JBER.2025.1.12.15.
P. Chen, “Critical reflections on student-centered teaching in Chinese university English education,” English Language Teaching and Linguistics Studies, vol. 7, no. 6, 2025, doi: 10.22158/ELTLS.V7N6P72.
Z. Dan, “The effects of implementing blended learning in college English education: an impact on students and teachers using blended learning to develop language proficiency,” Technology Analysis & Strategic Management, vol. 37, no. 12, pp. 3206–3219, 2025, doi: 10.1080/09537325.2024. 2399790.
W. Zhan, “Research on the training system of English emergency language talents based on digital education technology,” International Journal of New Developments in Education, vol. 7, no. 11, 2025, doi: 10.25236/I JNDE.2025.071116.
J. Shi, “Exploring personalized learning paths for online English education in the context of big data,” Exploration of Educational Management, vol. 3, no. 11, 2025, doi: 10.12417/3029-2328.25.11.014.
F. Yu, “Research on the integration path of artificial intelligence and humanistic spirit in English education,” International Education Forum, vol. 3, no. 10, pp. 59–64, 2025, doi: 10.26689/IEF.V3I10.12778.
Y. N. Xu, “Research on college translation curriculum reform under the guidance of cognitive linguistics theory,” Journal of Science and Education, no. 36, pp. 28–30, 2025, doi: 10.16400/j.cnki.kjdk.2025.36.010.
Z. H. Xue, “Exploring language acquisition in college English teaching from the perspective of cognitive linguistics,” English Square, no. 15, pp. 107–110, 2025, doi: 10.16723/j.cnki.yygc.2025.15.031.
Y. M. Wei and T. H. Wang, “An analysis of college English teaching pathways from the perspective of cognitive ecolinguistics,” Journal of Chengde Medical University, vol. 42, no. 2, pp. 177–180, 2025, doi: 10.15921/j.cnki.cyxb.2025.02.001.
H. B. Huang and X. Yan, “Generative artificial intelligence in English language education: potential, challenges, and the path forward,” TESOL Quarterly, vol. 59, no. S1, pp. S330–S344, 2025, doi: 10.1002/TESQ.700 42.
S. Lee and J. Eronen, “Transforming English education in Japan by utilizing large language models for tailored learning and diverse skill development,” Discover Education, vol. 4, no. 1, 403, 2025, doi: 10.1007/S44217-025-00856-1.
G. Moss, “Knowledge-making in a crisis: English education during and after Covid-19,” Oxford Review of Education, vol. 51, no. 6, pp. 868–884, 2025, doi: 10.1080/03054985.2025.2538478.
A. Ayalon and O. Ido, “Motivation and satisfaction in English-medium instruction: the role of GenAI in adult learning,” Journal of Educational Technology Systems, vol. 54, no. 2, pp. 342–372, 2025, doi: 10.1177/00 472395251380516.
L. M. Eide, “Controversial issues in the English language classroom: an integrative review of empirical studies of teacher beliefs, experiences, and approaches,” Review of Education, vol. 13, no. 3, Art. no. e70111, 2025, doi: 10.1002/REV3.70111.
F. P. Triana, F. M. Haro, C. A. Falcones, et al., “Beyond bilingualism: an additive trilingual equity agenda for indigenous English education in Latin America,” Frontiers in Education, 2025, doi: 10.3389/FEDUC.2025.164 3377.
A. Siegel, M. Vance, and D. Nilsson, “Military English language education: a scoping review of 30 years of research,” Innovation in Language Learning and Teaching, vol. 19, no. 5, pp. 433–451, 2025, doi: 10.1080/17501229.2024.2370986.
R. Römhild, E. J. Leonhardt, and B. Viebrock, “Review of Leonhardt & Viebrock (2025): popular series in English language education,” Journal of Language and Pop Culture, vol. 2, no. 1, pp. 121–125, 2025, doi: 10.1075/JLPOP.25014.ROM.
S. A. Althaqafi and A. R. Alharbi, “Using AI-based applications in English language education: exploring Saudi EFL teachers’ awareness and attitudes,” International Journal of Learning and Development, vol. 15, no. 3, pp. 22–47, 2025, doi: 10.5296/IJLD.V15I3.23014.
Chunmei, “Research on the application of cognitive linguistics in English reading,” Journal of Harbin Vocational and Technical College, no. 2, pp. 104–106, 2025, doi: 10.16145/j.cnki.cn23-1531/z.2025.02.005.
N. Kojima, “Uncovering the Japanese learning experiences of international students in English-medium instruction from the perspective of the PERMA model,” System, vol. 134, Art. no. 103821, 2025, doi: 10.1016/J.SYSTEM.2025.103821.
W. Xu and Y. Shang, “Retraction note: integrating the university English education and digital supply chains: a pathway to strengthening the green economy,” Advances in Continuous and Discrete Models, vol. 2025, no. 1, Art. no. 139, 2025, doi: 10.1186/S13662-025-04000-Z.
A. T. Moreira, P. João, M. Sandie, et al., “Transforming assessment mindsets: professional development in early English language education through a blended MOOC and an online community of practice,” Ubiquity Proceedings, Art. no. 54, 2025, doi: 10.5334/UPROC.222.
Masyhur, “English as a double-edged knife: reframing language education in Indonesia in the age of AI,” US-China Education Review A, vol. 15, no. 9, 2025, doi: 10.17265/2161-623X/2025.09.005.
L. Yang and J. He, “Research on the reform of pulp and paper professional English curriculum from the perspective of cognitive linguistics,” Paper Science and Technology, vol. 44, no. 2, pp. 160–163, 2025, doi: 10.19696/j.issn1671-4571.2025.02.033.
J. Taylorson, K. Mavor, and P. Miles, “Applying a psychological lens to educators’ professional identity: the case of English for Academic Purposes educators,” Review of Education, vol. 13, no. 3, Art. no. e70102, 2025, doi: 10.1002/REV3.70102.
I. Z. Khattak, M. Ghorbanpoor, P. B. Mathew, et al., “Exploring the effectiveness of teachers’ professional development activities on AI integration in English language education: a case study,” Forum for Linguistic Studies, vol. 7, no. 8, 2025, doi: 10.30564/FLS.V7I8.10534.
X. Liang, “The cultivation of innovative thinking and its pathways in college English education,” Journal of Modern Education and Culture, vol. 2, no. 3, 2025, doi: 10.70767/JMEC.V2I3.590.
L. Yang, “Research on multi-mode teaching of college English education based on digital information technology,” International Journal of High Speed Electronics and Systems, prepublish, 2025, doi: 10.1142/S0129156 42540796X.
Z. T. Xu, “Exploring innovative approaches to higher vocational business English teaching based on embodied cognitive linguistics,” Journal of Jiamusi Vocational Institute, vol. 40, no. 9, pp. 58–60, 2024.
P. Muhammed and A. Francis, “AI anxiety in English language education: a study of Iranian EFL teachers’ perceptions and demographic influences,” International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), vol. 15, no. 1, pp. 1–21, 2025, doi: 10.4018/IJCALLT.386135.
J. E. Erling and M. Weidl, “Enhancing the research-praxis nexus: critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school,” System, vol. 133, Art. no. 103762, 2025, doi: 10.1016/J.SYSTEM.2025.103762.
K. Chowdhury, “From tradition to transition: enhancing English language learning for girls in Qawmi Madrasas in Bangladesh,” Open Journal of Social Sciences, vol. 13, no. 7, pp. 62–74, 2025, doi: 10.4236/JSS.2025.137003.
B. Makena, “Linguistic barriers in English education: a case of harmonized language proficiencies,” World Journal of English Language, vol. 15, no. 6, 2025, doi: 10.5430/WJEL.V15N6P425.