Article Preview
TopIntroduction
Learning style is a habitual learning method with individual characteristics, which is the sum of learning strategies and learning tendencies. The theory of perceptual learning style has been deeply investigated and found that learners acquire learning experience through different senses. The breakthrough in information and communication technology (ICT) has brought new opportunities for restructuring the language learning/teaching environment. Nowadays, information and communication technology has opened up new ways and brought new challenges for language learners and teachers. The responsibility of learning tasks has shifted to learners, which has greatly changed the role of teachers (Benavent et al., 2013). Everyone has his own preferred learning perception channel or unique learning style. Perceived learning style is an important theory to introduce learners' individual learning differences. It is a perceptual channel for learners to organize, understand, and remember their learning experiences. Only through this way can learners perceive and internalize the knowledge they have learned more effectively if they want to receive various kinds of information through multi-channel and multisensory means. Based on this theoretical research, a group of perceptual learning style preference questionnaires were designed. In the questionnaire, the learning styles were divided into the following types: visual, tactile, group, auditory, kinesthetic, and personal. The research on learning style and teaching shows that whether learning style and teaching match directly affects the improvement of students' learning efficiency. The research found that “teaching based on the learning style theory can improve students' academic performance” (Yu & Brandenburg, 2011). To achieve the best learning effect, students should adapt to their learning style and give full play to their learning style strengths. Students should also be able to flexibly adjust their learning style to reduce or avoid learning style deficiencies. Therefore, teachers' teaching models and strategies should be diversified and flexible.
The entry of computer information technology into the field of foreign language teaching provides material conditions and technical support for multimedia-assisted instruction and accelerates the process of educational reform (Liang, 2022). Multimedia teaching has changed the traditional teaching mode of chalk and blackboard, improved teachers' work efficiency, stimulated students' interest in learning English, and optimized English classroom teaching effects. Media can play an auxiliary role in English language teaching in senior high schools, but it is not perfect and has its own shortcomings (Asim et al., 2019). AI education (AIEd) is defined as the application of AI in the field of education.
The online English teaching system developed based on artificial intelligence module and knowledge recommendation is compared with the commonly used teaching assistant system. The online English teaching system provides valuable data from a wide range of information, summarizes patterns and data, and helps teachers improve their education and students' English performance. First of all, multimedia can hold a relatively large amount of information, so that students can get richer resources and broaden their horizons. However, it is still relatively difficult to grasp the choice of key information. Secondly, although the effective application of multimedia can enhance students' interest in learning, there are often many defects in the actual courseware making process, such as the relatively beautiful interface of some courseware making (Dahl et al., 2010). Higher education institutions (HEIs) need to be more inclusive, from the methodological perspective, about what is used in the classroom. Due to the lack of available educational and teaching resources and knowledge of appropriate teaching methods and strategies, schools are unable to cultivate different language skills: listening, speaking, reading, and writing in the process of English learning. Finally, in the specific application process, because some teachers' own multimedia production technology is not skilled enough, they often blend the contents of textbooks into slides stiffly and show them to students, instead of effectively showing the advantages of multimedia. Moreover, teachers' insufficient use of multimedia technology will also lead to a waste of time and energy, which can't really improve students' learning effectiveness (Du & Liang, 2021).