Summary of Key Points
Recently, many universities have been reforming their university English courses: some are reducing the number of credits required (for example, Zhejiang Normal University has decreased from 8 to 6 credits), some are changing the course content (for instance, the experimental class at Shenzhen University of Technology has replaced traditional English courses with cross-cultural communication classes), and others have implemented tiered teaching systems (Peking University has divided students into 5 levels to allow them to choose courses suitable for their proficiency). These reforms are not about abandoning English altogether; rather, they are in response to the fact that emerging subjects such as AI and programming are competing for academic credits, students now have a better foundation in English than before, and there is a desire to make English more relevant to their majors and practical applications. In the future, English courses will place a greater emphasis on using English for professional purposes and cross-cultural communication, rather than simply memorizing vocabulary and grammar.
Detailed Analysis
1. Why are university English credits suddenly being reduced?
The total number of credits available in universities is fixed, like a piece of cake. English courses used to account for a significant portion of these credits, but now subjects such as AI literacy, programming, and data analysis have become increasingly important (many majors require students to understand AI tools or read technical documents in English). As a result, these new courses need to take up some of the available credit space. According to the MyCOS Research Institute, English courses have become one of the focal points of this adjustment. Additionally, the post-2000s generation has a strong foundation in English from their middle school years (many have passed exams like CET-4 and CET-6), so there is no need to spend as much time repeating basic content, making it reasonable to reduce credits.
2. The reform is not about abandoning English, but about upgrading its teaching
Don’t worry—English courses are not being eliminated; rather, the content and approach are changing:
- Changed content: Shenzhen University of Technology’s experimental class has replaced traditional English courses with cross-cultural communication classes, which teach students how to discuss professional topics with foreigners and understand different cultural communication styles, which is more useful than just memorizing vocabulary.
- Tiered teaching: Peking University has divided students into 5 levels, from beginner to advanced, allowing those with weaker foundations to focus on grammar while those with stronger skills can learn more advanced English for their majors (for example, economics students learning to read financial reports in English). Donghua University has also implemented tiered systems and used AI tools (such as ChatGPT) to help students improve their practical skills.
- Reducing credits while maintaining quality: Although Zhejiang Normal University has reduced credits by 2, it has introduced a tiered system to ensure that each student receives content suitable for their level, avoiding a one-size-fits-all approach.
3. English courses are shifting from exam-oriented to practical
In the past, English classes may have focused on “daily conversations” or test-taking skills, but now the goal is to use English to support students in their studies:
- The vice president of Central South University stated that English should “support students’ professional development”—for example, medical students need to be able to read medical records in English, and engineering students need to understand technical manuals.
- Professor Ding Changfa from Xiamen University pointed out that different majors have different English needs; economics students, for instance, need to use English to analyze international markets, so courses should be tailored to their specific fields.
4. Two driving forces behind the reform: changes in students and the rise of AI
The reforms are not arbitrary but are driven by two major developments:
- Improved student proficiency: The post-2000s generation has had access to more English resources in middle school (such as foreign language teachers and online courses), and many students enter university with a level of English that is sufficient for everyday use. Traditional classroom-based grammar lessons are no longer as useful, so more advanced content is needed.
- AI competition: Translation software like DeepL can translate faster than humans, making basic translation skills less of an advantage. Therefore, English courses must now teach skills that AI does not possess, such as cross-cultural communication norms and precise expression in professional contexts.
5. Future English courses will be more personalized
University English courses will no longer follow a one-size-fits-all approach:
- Different universities will focus on different areas—science and engineering schools may emphasize “technical English” (e.g., teaching students to read English patents), while liberal arts schools may focus on cross-cultural communication, and business schools may focus on business English.
- Students will be able to choose specific modules, such as public speaking, writing, or professional English, based on their majors and needs.
- Learning methods will become more flexible, possibly using AI tools (e.g., AI-assisted mock interviews) or combining online and in-person classes to save class time.
In conclusion
The core of the university English reform is shifting from learning English for exams to using it for professional development and practical applications. In the future, English courses will no longer be a mandatory burden but a tool to enhance competitiveness. For students, this means they can spend more time on learning content that is relevant to their majors. For universities, it represents an inevitable adaptation to changing times.