1 Introduction

The application of information technology, especially artificial intelligence technology, in the field of education was discussed, with a focus on analyzing the role of digital virtual teachers in foreign language education, including simulating the functions of human teachers, breaking through the limitations of traditional teaching, improving teaching effectiveness, promoting the development of students' autonomous and lifelong learning abilities, and bringing new and experiential possibilities for foreign language learning.

Overview of 2 Digital Virtual Teachers

The development process of digital virtual teachers was discussed, from the early development of computer-assisted instruction (CAI) in the 1950s and 1960s, to the influence of cognitivism and constructivism on the theoretical basis of CAI, and then to the development of network and multimedia technology in the 1990s. CAI technology gradually matured. The concept of virtual teachers has evolved with the development of CAI technology, from the initial programmatic learning to the current networked and intelligent stage. In the field of foreign language teaching, the development of computer-assisted language teaching (CALL) is similar to CAI, from early mechanical training to emphasizing cognition and interaction, and then to the integration of technology and language. In recent years, with the emergence of VR technology and the concept of metaverse, virtual teacher technology has been explored and applied more extensively, such as Will, a digital virtual teacher from New Zealand, He Kaikai from Henan Open University, and Miss So from Hong Kong. These virtual teachers can simulate the image, voice, behavior, and intelligence of human teachers, interact with learners, and provide personalized teaching services, marking a new stage of human-machine collaboration from collaboration and enhancement to human-machine integration and co creation.

The Application of Three Digital Virtual Teachers in Foreign Language Classrooms

The application of digital virtual teachers in foreign language classrooms is mainly reflected in listening, speaking, and writing teaching. In terms of listening teaching, virtual teachers can provide opportunities to communicate with native speakers, help learners feel the target language and culture, and reduce cultural shock. Virtual teachers can also provide rich listening materials to meet personalized learning needs. In oral teaching, virtual teachers provide pronunciation feedback through computer-assisted speech training, create real contexts, and improve oral communication skills. In writing teaching, virtual teachers assist learners in organizing ideas, extracting information, and improving writing skills. Digital virtual teachers have both external and internal advantages, such as affinity, personalized teaching, interactivity, diverse resources, and flexibility. They can provide immersive learning experiences, meet the needs of different learners, reduce educational costs, and improve educational equity. With the development of technology, virtual teachers will play a greater role in the field of education.

The Reshaping of Foreign Language Classroom Forms by Four Digital Virtual Teachers

The limitations of traditional foreign language teaching methods were discussed, including uneven distribution of excellent teacher resources, slow updating of teaching materials, single teaching forms, limited teaching scenarios, and difficulty in individualizing teaching models. The emergence of digital virtual teachers can help alleviate these problems. The digital transformation of education is an inevitable choice in the era of artificial intelligence, and virtual teachers should serve as assistants to human teachers, achieving a teaching form that integrates virtual and real elements and integrates them into one. Virtual teachers can provide personalized services according to different learning needs, create a three-dimensional learning environment, and improve the quality and quantity of language learning. Meanwhile, virtual teachers can alleviate the pressure on human teachers, allowing them more time and energy to research teaching methods. The future language classroom will present characteristics of technological, diversified, personalized, and cross-cultural.

5 Challenges and coping strategies faced by foreign language teachers

Foreign language teachers need to adapt to the challenges brought by virtual teachers and enhance their professional digital skills (PDC), including technical proficiency, teaching compatibility, and social awareness. The education system should strengthen teacher training, incorporate PDC into the curriculum system, provide demonstration courses and technical teaching support, and improve the evaluation system. Teachers should utilize emerging technologies to innovate teaching methods, shifting from single knowledge teaching to cultivating versatile talents. Foreign language teachers should reduce technical anxiety, adhere to the principle of educating students, attach importance to the cultivation of humanistic and moral qualities, and play an irreplaceable role in guiding values as virtual teachers. Language teachers will continue to shoulder the mission of cultural dissemination and wisdom inheritance.

6 Conclusion

The application prospects of digital virtuality in foreign language education for teachers are broad, and with the advancement of technology, it has become possible to incorporate it into foreign language classrooms. The article analyzes the application scenarios and effects of virtual teachers in listening, speaking, and writing teaching, and summarizes their characteristics and advantages. The introduction of virtual teachers will make foreign language classrooms more technological, diverse, personalized, and cross-cultural. Foreign language teachers need to be prepared, as conducting theoretical research at the current stage is of great significance in guiding the application of educational technology and promoting the development of foreign language teaching.