Journal of Higher Education Research

Against the backdrop of digital education and the internationalization of higher education, innovative approaches to English listening and speaking instruction in applied undergraduate universities urgently require strong theoretical and technological support. This paper begins with foundational work for reform, conducting a survey and interviews on the current state of English listening and speaking courses for first-year non-English major students in applied universities. Their English proficiency ranges from A1 to B1 according to the Common European Framework of Reference for Languages (CEFR). The survey revealed several issues, including incomplete teaching technology in the classroom, overly procedural classroom teaching, untimely feedback on classroom activities and assignments, and slow student adaptation to certain learning environments. Based on these issues, this paper utilizes the core capabilities of generative artificial intelligence (GenAI) to empower the Technological Pedagogical Content Knowledge (TPACK) framework, initially constructing a "GenAI-TPACK Integrated Teaching Model Framework." This framework aims to dynamically combine technical knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) to achieve four-dimensional innovation in the teaching objectives, processes, platforms, and evaluation of Applied English Listening and Speaking courses. It is a comprehensive and systematic theoretical model and operational blueprint that can be verified through subsequent teaching practice. Furthermore, the current research has laid a theoretical foundation for innovative integration, clarified the focus of the problem, and provided a preliminary analytical framework and model conception for the digital reform of English listening and speaking teaching in applied universities.