Developing an Outcomes-Based Blended English Teaching Model for Teacher Education: Integrating Artificial Intelligence and Multimodal Learning under the Teacher Education Accreditation Framework
DOI:
https://doi.org/10.54097/9f895p56Keywords:
Outcomes-Based Education, Blended Learning, English Teacher Education, Artificial Intelligence in Language Learning, Multimodal LearningAbstract
With the rapid development of digital technologies and the reform of higher education, innovative instructional models are increasingly needed to improve language education. Under the framework of teacher education accreditation, outcomes-based education (OBE) emphasizes the alignment of learning outcomes, teaching activities, and assessment. Meanwhile, emerging technologies such as artificial intelligence (AI) and multimodal resources offer new opportunities for language learning. To address the limited integration of these approaches in existing studies, this paper proposes an outcomes-based blended English teaching model for English teacher education programs. Based on a review of relevant literature, the study develops a conceptual framework that integrates OBE principles, blended learning, AI-assisted learning, and multimodal resources. The proposed model aims to promote student-centered learning, enhance communicative competence, and support the professional development of pre-service English teachers.
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