Under the national policy promoting the integration of vocational education modernization and informatization, artificial intelligence (AI) is a key factor reshaping the ecology of higher vocational education. Higher vocational English teaching faces challenges such as low efficiency, insufficient personalized support, and traditional models struggling to meet diverse needs. This paper focuses on higher vocational English teaching, sorts out the application status of AI tools, analyzes obstacles and limitations, and explores innovation paths. Adopting a combination of questionnaires, interviews, and case studies, the research investigates from four dimensions: classroom teaching, after-class tutoring, evaluation and feedback, and resource construction. It reveals issues regarding tool penetration, teachers' and students' experience and acceptance, and the alignment with teaching objectives.
Yumei et al. (Wed,) studied this question.