Psychological Adaptability and Intervention Strategies of College Students' English Learning under the Mixed Foreign Language Teaching Environment Monitoring

Abstract

The issues with traditional teaching methods in current English education are becoming more and more evident in college classrooms, which significantly impedes the innovative growth of college English education and does not promote the development of college students' all-around English proficiency. This essay focuses on the English learning adaptability and intervention tactics of college students using BFLTM (Blended Foreign Language Teaching Model). This study employs the individual-centered approach to choose college students as its primary subjects and conducts a cluster analysis of the adaptability of various college students' English learning based on the classification indicators. The study makes the following deductions: the general state of students' adaptability to studying English is average (M = 2.17). On the internal dimension, learning easy adaptation (M = 2.165) is average, and cognitive strategy adaptation (M = 2.642) is average, whether the average learning adaptability of English majors is significant (P = 0.001 < 0.05), and it is significant in the dimensions of learning attitude, learning interaction, and learning environment (P < 0.05). In view of the improvement of college students' English learning adaptability under BFLTM, this paper puts forward some strategies to further cultivate students' English autonomous learning ability by creating a suitable classroom atmosphere for autonomous learning, establishing an English autonomous learning center and a virtual community.