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When learning English, language skills are a main manifestation of student communicative competence. Therefore, the teaching of language skills should pay equal attention to knowledge and skills by integrating the teaching of language skills into knowledge teaching (Klimova, 2014). Main language skills can be divided into receptive language skills like listening and reading and productive language skills like speaking and writing (Bozdoan & Karlda, 2013; Golkova & Hubackova, 2014; Pladevall-Ballester & Vallbona, 2016). However, the skills are not independent of each other (Öztürk & Çakıroğlu, 2021). Receptive language skills are the basis of productive language skills (Duke & Cartwright, 2021; Kim et al., 2015). Productive language skills can strengthen receptive language skills (Jiang et al., 2018; Kittredge & Dell, 2016). Additionally, there is an interaction between the learning of skills (Celik & Yavuz, 2015; Lonigan et al., 2018; Tavil, 2010).
In the process of language teaching, however, teachers often neglect various language skills. For example, some teachers insufficiently implement productive language skills or students have fewer opportunities to learn how to speak and write (Mihaljević Djigunović, 2006; Weshah & Tomok, 2011). Hulstijn (2007) noted that listening is the most implicit language skill. Yet some teachers teach grammar, ignoring pronunciation and listening (Sohrabi, 2012). Alternatively, teachers put effort into reading, writing, and speaking rather than teaching (Mante-Estacio et al., 2018).
Based on the background of online language courses, scholars have proposed strengthening reading comprehension, listening, and writing through various combinations of exercises (Hercik et al., 2015; Milková & Hercik, 2014). Some scholars also use comparative experiments to verify the effectiveness of learning activity design in improving students’ language skills under mixed learning (Xu et al., 2020). Students’ language skills learning depends on face-to-face classroom teaching by teachers. Therefore, promoting the development students’ language skills takes place by analyzing the language skills organization of classroom teaching and providing suggestions for improvement.
The artificial intelligence (AI) and data driven “InteliClass” English discipline innovation application project, led by the Yunnan Center for Educational Technology, introduced the Superfish InteliClass teaching platform into Yunnan Primary School English classroom teaching. Its use alleviated the shortage of English teachers in some areas of Yunnan Province, altering traditional teaching modes for English courses in Yunnan primary schools.
It is difficult for teachers to understand the organization of language skills in the teaching process. Therefore, this article studies teaching process data based on a teaching platform, analyzes the characteristics of language skills teaching organization, and suggests improvements to language skills teaching organization in primary English teaching in Yunnan Province.