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1. Introduction

The discussion addresses the challenges faced by college English teaching in the context of globalization, emphasizing the importance of cultivating students' intercultural communication skills and humanistic literacy. It points out the current issues in teaching, such as insufficient student autonomy and a lack of humanistic literacy, which hinder the improvement of students' comprehensive abilities. The concept of autonomous learning theory is introduced, highlighting learners' need to develop self-regulated learning capabilities. Research on autonomous learning in college English teaching encompasses curriculum reform and exploration of teaching methodologies. Integrating humanistic literacy into college English teaching helps students understand values and behavioral patterns across different cultural contexts, enhancing their intercultural communication skills. Strategies and methods for fostering humanistic literacy, such as cultural immersion and the use of multimedia and online resources, are presented. However, challenges remain in cultivating humanistic literacy in college English teaching, including balancing class hours and assessing humanistic literacy. This study aims to explore effective approaches and develop innovative teaching methods with broad applicability.

2. "Pain Points" in College English Teaching

The reform of college English teaching seeks to improve teaching quality and efficiency while nurturing talents with a global perspective. The "College English Teaching Guidelines" issued by the Ministry of Education emphasize developing students' foreign language application skills, intercultural communication awareness, autonomous learning ability, and comprehensive cultural literacy. Current teaching models combine online and offline approaches, placing higher demands on students' autonomous learning abilities. In practice, however, students lack sufficient self-directed learning skills—they seldom prepare before class, passively participate during lessons, and rarely communicate with teachers afterward. In online learning, students exhibit low autonomy, declining interest, and inadequate engagement and focus. Additionally, inconsistent teaching objectives and teachers' neglect of the humanistic aspects of college English contribute to students' deficient humanistic literacy. Surveys indicate that first-year students generally have low humanistic literacy, requiring urgent improvement. STEM students, in particular, lag behind liberal arts students in their grasp of humanistic knowledge, showing insufficient understanding of traditional culture and contemporary domestic and international issues, which affects the achievement of moral education goals.

3. Teaching Practices

Based on autonomous learning theory, a framework for enhancing students' humanistic literacy in college English teaching was constructed, along with specific teaching strategies. Case studies demonstrate the application and effectiveness of these innovative approaches. Case 1 describes first-year undergraduates in a "College English" course engaging in a project where they independently researched and presented elements of Chinese culture using modern technology for peer review, thereby increasing learning interest and intercultural communication skills. Case 2 illustrates the integration of political history and current affairs into teaching, along with the creation of a resource library for pre-class reading and analysis, improving students' comprehensive English application skills. The instructional design spans pre-class, in-class, and post-class phases, guided by autonomous learning theory and aimed at enhancing humanistic literacy. Careful planning ensures coherence and effectiveness. This teaching model combines external supportive learning environments with internal process monitoring, fostering students' autonomous learning abilities, teamwork awareness, and critical thinking, laying the foundation for cultivating versatile, innovative talents in the new era.

4. Teaching Effectiveness Evaluation and Reflection

The discussion evaluates the outcomes of humanistic literacy development in college English teaching based on autonomous learning theory. Through instructional design, students' humanistic literacy and engagement improved significantly, with high participation rates in both offline and online classes. In offline settings, students showed enthusiasm for practical activities, with 87.5% agreeing that such activities enhanced their initiative and expanded their humanistic knowledge. In online classes, students actively used digital tools and platforms for discussions and continued exchanges via social platforms after class, fostering a collaborative learning atmosphere. Learning motivation increased, with some students refining coursework into competition entries and winning awards. Teaching should not only transmit knowledge but also cultivate abilities and shape values. College English instructors should reflect on challenges in teaching, design courses thoughtfully, and explore solutions to achieve educational goals. In the new era, a deeper analysis of online and offline teaching characteristics is needed to identify effective methods for different environments. Offline classes should emphasize interactive learning, while online classes should leverage technology to create virtual engagement platforms, ensuring sustained student participation.

5. Conclusion

The study underscores that college English teaching should not only impart language skills but also prioritize cultural understanding, cognitive training, and humanistic literacy. It proposes innovative teaching strategies to enhance students' comprehensive English application and intercultural communication skills, meeting the demands of talent cultivation in the new era. Future research should focus on: 1) Developing more targeted teaching strategies to accommodate diverse student needs; 2) Applying innovative approaches in both online and offline environments to optimize resource allocation; 3) Establishing comprehensive process monitoring and evaluation mechanisms to assess students' multidimensional competencies. These efforts will provide scientific guidance for college English teaching, cultivating versatile, innovative talents with strong English proficiency, profound humanistic literacy, and autonomous learning abilities, thereby fulfilling the need for high-quality professionals in the new era.

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