The Construction Path of the University English Ecological Classroom Teaching Model Under Big Data

Introduction

Under the backdrop of globalization and informatization, college English teaching faces new challenges and opportunities. Traditional English classroom teaching, which primarily relies on teacher-centered instruction with students passively receiving knowledge, offers certain advantages in knowledge transmission but fails to fully address students' personalized learning needs (Alshraah et al., 2023; Ghaleb, 2024). Moreover, the lack of classroom interactivity has become increasingly prominent. In recent years, with the rapid development of big data technology, its application in the field of education has garnered significant attention (Hashem et al., 2016). Big data technology not only records and analyzes students' learning behaviors but also optimizes instructional design through data feedback, enabling precise allocation of learning resources and dynamic monitoring of learning outcomes (Williamson, 2017). This data-driven teaching approach provides technical support for the ecological development of college English classrooms.

The evolving landscape of higher education further underscores the urgency of pedagogical innovation. Recent national education policies in China, such as the 14th Five-Year Plan for Educational Informatization, put strong emphasis on leveraging emerging technologies to foster student-centered learning environments and bridge the gap between standardized curricula and individualized learning trajectories. For instance, pilot programs integrating adaptive learning platforms in universities have demonstrated a 30% improvement in student engagement and a 25% reduction in achievement gaps. However, despite these advancements, the application of big data in college English teaching remains fragmented. Challenges such as inconsistent data interoperability across platforms, insufficient teacher training in data analytics, and ethical concerns regarding student privacy hinder the scalability of technology-driven solutions. These issues highlight the need for a holistic framework that aligns technological capabilities with pedagogical principles, ensuring sustainable and equitable implementation.

The university English ecological classroom is based on educational ecology theory, particularly niche theory and dynamic adaptation theory. Niche theory emphasizes the functional division and collaboration among various elements within the classroom system (WU & Gaikwad, 2024). For example, the role of teachers has shifted from merely being knowledge transmitters to data analysts and learning facilitators, while students have transformed from passive learners into the core driving force of the classroom. As a connector, technology platforms optimize collaboration among these elements through data processing and resource integration. On the other hand, dynamic adaptation theory highlights the flexibility of the classroom system, allowing it to adjust based on real-time conditions. When students' learning efficiency falls below expectations, the system suggests modifications to teaching strategies, such as increasing discussion sessions or adjusting the difficulty of assignments to better meet students' learning needs. Therefore, the university English ecological classroom aims to create a learner-centered, multi-element collaborative and dynamically adaptive teaching environment. It places greater emphasis on multi-level interactions between teachers and students, as well as among students, while organically integrating resources and technology. This approach not only enhances classroom efficiency but also further stimulates students' learning motivation and autonomy.

To this end, this paper explores the teaching model of college English ecological classrooms supported by big data, focusing on data-driven instructional design methods, the ecological transformation of teacher and student roles, and pathways for the deep integration of technology and classrooms. Through an analysis of the application of big data technology in classroom teaching and the theoretical construction of the ecological classroom model, this study aims to propose a scientific and effective teaching model, providing theoretical support and practical guidance for the reform of college English teaching.