Abstract:
The presented content delves into a theoretical examination of the prevailing teaching models utilized in University English classes, with a primary objective of bolstering students' oral communication proficiency. Experiential teaching methodologies, particularly through role-play, entail students assuming diverse roles and immersing themselves in contextual experiences as part of the pedagogical process. Implementing this instructional technique in university English courses aids students in comprehending and reinforcing fundamental classroom concepts, broadening their vocabulary repertoire, nurturing collaborative skills, and promoting proactive learning approaches. Specifically within university-level English education, the pragmatic application of experiential teaching methodologies serves to enhance students' listening and speaking abilities, thereby enhancing their overall competency in English language acquisition and fostering positive educational outcomes. This study endeavors to underscore the significance of integrating innovative teaching technologies into role-playing experiential teaching methods, with students as the focal point of research. This approach entails an exploration and synthesis of diverse high-tech teaching methodologies, such as self-directed and self-paced learning, technology-mediated experiential learning, and student-centered instructional approaches, which amalgamate computer hardware, software, and educational theories to facilitate learning in university English classrooms. The ultimate aim is to enhance classroom teaching efficiency and optimize the learning experience for students.
