Speculative ability is an essential English practical thinking ability for college students. Only by possessing good speculative abil_x005fity in English learning can students achieve independent analysis and judgment of English subject knowledge. The overall implementation idea of English speech teaching is to promote college students to gradually develop good English thinking ability, encourage students to actively participate in the process of English subject competition speech activities, and exercise students’ English thinking ability and language expression ability. The implementation process of English speech teaching should be able to achieve the goal of optimizing and improving college students’ English critical thinking ability. Interesting and vivid speech activities should be adopted to stimulate students’ enthusiasm for speech participation, thereby reflecting the internal connection between English speech teaching and English practical ability training. Therefore, this article explores the necessity of English speech teaching for cultivating college students’ good thinking ability, and proposes a specific implementation plan for improving English speech teaching in a reasonable manner.

The development of economic globalization makes the culture show a diversified development trend, and the traditional mode of teaching English in colleges and universities can hardly adapt to the development needs of the times. Therefore, there is an urgent need to re_x005fform and innovate the concept, teaching mode, teaching methods and content of English teaching in colleges and universities. In the process of teaching, there is a close connection between culture and English teaching. Exploring the reform of English teaching mode in colleges and universities under the perspective of multiculturalism can help to improve the quality of teaching and activate students’ learning motivation. On this basis, this paper firstly analyzes the necessity of English teaching innovation in colleges and universities under the multicultural perspective. Secondly, it focuses on analyzing how to innovate the teaching mode of English education in colleges and universities under the perspective of multiculturalism.

The Humanistic Learning Theory emerging in the 1960s and 1970s emphasizes fully manifesting the students’ subjective position and utilizing teacher’s role as a facilitator in education, advocates the cultivation of the “whole” child, and stresses the learning process and learning ability. And the theory serves as an important source of inspiration and reference for English teaching in China. Based on a psycho_x005flogical perspective, this paper takes senior high school English teaching as the research object, exploring the advantages of using Rogers’ humanistic learning theory and giving inspirations for senior high school English teaching.

Based on the feedback strategies employed by primary school English teachers in classroom contexts, this paper analyzes the man_x005fagement methods displayed in the teaching processes from the perspective of teachers, aiming to find out whether these feedback strategies have a positive effect on students’ learning.This paper adopts literature analysis to prove that different classroom feedback strategies of primary school English teachers have different effects on students.

English writing becomes more and more important for college students. And we know that the composition consists of sentences and sentences consist of words. Besides, sentences can also be made of theme, rheme and transition.We should arrange them in the appropri_x005fate place of a passage, which makes the writing more perfect. Therefore, the application of the thematic structure in a writing plays an important role. We should realize its importance and know the use of it in order to make our English writing easier to read and understand.

Task-Based Approach (TBA) is an unconventional language teaching method where learners acquire language skills indirectly by engaging in meaningful tasks. TBA has attracted significant attention from Second Language Acquisition researchers and educators for over four decades, particularly in the context of enhancing reading and writing skills. However, there has been a notable lack of research on TBA that delves into the practical application and theoretical underpinnings related to listening and speaking skills. This study aims to identify students’ experience of using TBA as a method in oral learning using a qualitative method. The instrument is an interview protocol includes seven questions. The semi-structured delivered to six random selected students after teaching oral English for 8 weeks. The data were analyz_x005fed using Nvivo and the results indicated a useful and beneficial experience of students’ toward TBA and gave several significant suggestions for future study.