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There has been rapid development in China’s AI sector in recent years (Bicen & Beheshti, 2022). Several sectors have discovered novel applications for AI as the digital economy has grown. The value of this strategy for inspiring innovative approaches to pressing problems and promoting economic growth is growing (Liu & Ren, 2022). One way to evaluate our level of AI development is via the use of machine learning. For machine learning to succeed, researchers need more data, more efficient algorithms, and more powerful computers (Liu, 2021). The flipped classroom and other novel instructional strategies have found a welcoming home in the Chinese classroom as a result of the country’s rapidly changing IT ecosystem (Athanassopoulos et al., 2023). In addition to resolving the problems caused by traditional teaching methods, the flipped classroom also has other advantages (Chen, 2016). First, in a flipped classroom, students learn from their teachers and then apply what they have learned in the real world. State-of-the-art computer tools may help teachers and students make the most of their opportunities for learning and growing together (Ipek et al., 2023). When learning resources are scarce, it might be helpful to provide students with alternative learning environments where they can spend more time preparing for exams and processing what they have learned. With the use of AI fusion algorithms, this nontraditional system will allow for more calculated and streamlined training adjustments (Chan et al., 2020). If teachers use this method, they may get insights on how their instruction is being received by their pupils.
Traditional educational institutions are widely believed to be obsolete in today’s information age, with scholars agreeing on this opinion (Chen & Huang, 2021). In order to build a solid system for assessing educators’ performance, in-class professional development is crucial (Feng, 2017). The experimental aspects of this model of education are vital even if only the most academically proficient pupils need English. They presented a method to assess the web-based and AI-powered education provided by SPOC+ and WeChat Rain Classroom (Yu & Peng, 2021). They came up with a new approach to teaching people how to speak English using the internet and artificial intelligence. There are still technical hurdles to be cleared before their ground-breaking findings can be applied in reality. Infographics and students’ overall academic achievement were all topics of participant questions in a single study by Zhou and Zhang (2017). Students in the experimental group were more likely to be interested in the infographic designed for flipped classroom instruction because of its interactive and comprehensive nature. The paper addressed a number of questions with the experiment, although many remain open. Jensen et al. (2015) concluded that if the roles of teacher and student were reversed, the focus would move from the instructor to the students, leading to a more beneficial learning environment, and increased efforts would be made by students to better themselves intellectually. But there are serious holes in their investigation, and they provide no supporting evidence for their claims. The projected improvement in academic achievement was not seen in the trials. Instead of having strict regulations, they just observed how pupils performed in class and made decisions from there. Fables were used as a teaching tool (Demski, 2013) in massive open online courses (MOOCs), but they are really just a problem-based learning strategy in story form. However, the research and development in science and technology required to implement these concepts are decades away from becoming practical (Zou, 2017). Numerous quantitative studies on the efficiency of English instruction at the university level have been conducted as a result of the widespread adoption of the flipped classroom style implemented in several MOOCs (Prokop et al., 2021). In the present study, we recommend developing an AI-based model to supplement existing approaches to English language instruction. In the study, the author propose a useful strategy for online English instruction (Li, 2020). By grouping students of similar ability and keeping tabs on their progress in real time, teachers may utilize this technology to better meet the needs of their English language learners. In a study by Zou (2017), despite a lack of sophistication and depth in the theoretical techniques used, the experimental findings are quite useful in practice.