Strategies for English Learning in Open and Distance Education

Introduction

With the rapid development of information technology and the acceleration of globalization, distance open education, as a revolutionary educational model, is profoundly changing the form and pattern of traditional education. Especially under the impetus of the COVID-19 epidemic, distance education has rapidly changed from a supplementary education mode to an important part of the global education system (Anderson & Krathwohl, 2001). According to the data of the United Nations Educational, Scientific, and Cultural Organization, in 2020, more than 1.5 billion students around the world were forced to turn to distance learning because of the epidemic (Chen & Jang, 2021). This trend not only highlights the necessity of distance education but also provides a broad space for its future development. In this context, English, as a global language, plays a crucial role in distance open education environments, particularly in academic research, career development, and cross-cultural communication (Dabbagh & Kitsantas, 2011). The necessity of English proficiency in these contexts underscores the importance of effective learning strategies in such environments. In a traditional classroom, learners can get opportunities for language input and output through face-to-face teacher-student interaction, peer cooperation, and immediate feedback mechanisms; however, in remote environment, learners rely more on technical tools and autonomous learning ability (He, 1997). This change of learning mode puts forward higher requirements for learners, especially in time management, resource integration, and learning motivation maintenance (H. Li et al., 2024). In addition, although the flexibility and autonomy of distance open education provide more freedom for learners, it may also lead to problems, such as vague learning objectives and lagging learning progress (Wael et al., 2023). Therefore, exploring English learning strategies suitable for distance open education environment will not only help to improve learners' language ability but also provide a new perspective for the theory and practice of distance education (Littman et al., 2022). This study aims to address this gap by developing and validating a targeted set of strategies, leveraging a comprehensive approach that integrates theoretical frameworks and empirical evidence.

The significance of this study lies in filling a critical research void. Current research has overlooked the unique challenges and opportunities of English learning within distance open education settings. By systematically analyzing these aspects, this study contributes to both theoretical understanding and practical application. On the one hand, it identifies the specific hurdles learners face, such as technological barriers and fragmented attention, and proposes innovative solutions. On the other hand, it combines established learning theories with real-world practices to formulate actionable strategies for distance English learners. Through this research, we aim to provide a set of evidence-based, scalable learning programs that can guide educational institutions in optimizing distance curriculum design and enhancing learning outcomes (García-Morales et al., 2021; Halim et al., 2021). Notably, this study differentiates itself by focusing on the constructive collaboration between technological tools and learning strategies, offering a more comprehensive approach compared to previous research that often treated these elements in isolation.