Against the global digital transformation of education and the popularization of blended learning, the in-depth integration of information technology and English teaching has become a core driver for breaking traditional teaching bottlenecks and improving teaching quality. Based on constructivist learning theory, connectivism, and the Technology Acceptance Model (TAM), this study combines blended learning's core feature of "online autonomous inquiry and offline interactive collaboration" to deconstruct key integration dimensions and construct a four-in-one path: digital resource integration, teaching process reconstruction, evaluation system optimization, and targeted competence development. Through a comprehensive literature review and practical case analysis, it clarifies implementation key points and proposes safeguard strategies from technological adaptability, teaching logic alignment, and teacher-student competence matching. This research offers a systematic digital integration plan for language teaching in the Chinese context, providing a theoretically and practically valuable reference for global blended English teaching reform and promoting the leap from "technology application" to "in-depth integration."
Jiang Nan (Thu,) studied this question.
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