Optimising college English Language Teaching via Human–Computer Interaction analysis and Collaborative Learning Technologies

The integration of Collaborative Learning Technologies (CLT) and Human–Computer Interaction (HCI) in college English teaching has gained attention for enhancing interactivity, collaboration, and learning outcomes. This study evaluates the impact of HCI-based tools and CLT platforms on student participation, collaborative behaviors, and performance compared to traditional instruction. A 12-week experimental study was conducted with 500 undergraduate students, evenly divided into a control group (n = 250) receiving traditional teaching and an experimental group (n=250) using HCI tracking tools and collaborative platforms such as Google Docs, Moodle, and Zoom. Data were collected through pre- and post-tests, engagement metrics, student surveys, and teacher feedback. Quantitative analyses (t-tests, ANOVA) and qualitative thematic analyses were conducted. Results showed that the experimental group outperformed the control group with 12.3% higher post-test scores and demonstrated 17% and 14% greater engagement in interaction frequency and session duration, respectively. Survey responses indicated that 82% of students reported increased engagement, and 76% reported improved collaboration skills. These findings support the effectiveness of integrating HCI and CLT in enhancing English language learning outcomes and promoting collaborative, technology-driven educational practices.