Optimization and Effect Evaluation of Scaffolding Teaching Model of Higher Vocational English Based on Wearable Devices

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Yuebin Wang


The purpose of this project is to optimize and evaluate the effectiveness of a scaffolding teaching paradigm for Higher Vocational English that uses wearable technologies. Drawing on socio-cultural learning theories and educational technological breakthroughs, the study aims to improve participants' language acquisition, competency, and occupational preparation. The study takes a mixed-methods approach, using both quantitative and qualitative data-gathering techniques to evaluate the intervention's effects on language learning results, participant perceptions, and instructional efficacy. Participants are selected from Higher Vocational English programs at one or more vocational institutions, and the intervention is administered over a set period, with individualized support and real-time feedback offered via wearable devices. Pre- and post-intervention tests track changes in language competency, whilst questionnaires, interviews, and observations collect participant feedback and insights. The results show Significant gains in language proficiency, participant involvement, and satisfaction with the intervention. Classroom observations show greater student participation and collaboration during scaffolded learning activities, which is assisted by the seamless integration of wearable technology. Qualitative findings demonstrate the intervention's practical significance in preparing participants for professional contexts and specific career paths. Despite constraints such as sample representativeness and a short-term emphasis, the study provides useful insights into novel approaches to vocational English training and highlights the potential of wearable technology to improve language learning experiences. The findings have significance for educators, curriculum authors, and politicians who want to promote language proficiency and vocational preparedness in today's globalized workplace.

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