JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/JCER.v10i8.15199ArticleReform and Innovation in English Teaching for Non-English Major Graduate Students Oriented Towards Autonomous Learninghttps://artdesignp.com/journal/JCER/10/8/10.26689/JCER.v10i8.15199DingHaiyan,LiDong,ZhuJunfeng,LanFenghui,ChenShiyuan20261082026-08-31Graduate English teaching faces practical challenges such as compressed class hours, significant student proficiency differences, insufficient professional adaptability, and weak listening and speaking abilities. This paper takes the “English Comprehensive” course for professional master’s students at the School of Information Science and Engineering, Yunnan University, as an example. Based on the theories of autonomous learning and dual-subject teaching, it explores an English teaching reform model focused on cultivating autonomous learning abilities. By constructing three-dimensional teaching resources, implementing online and offline blended teaching, and introducing AI intelligent grading technology, the model achieves a shift from “teacher-centered” to “student-centered” and an extension from “general English” to “academic English.” Teaching practice shows that this model effectively enhances students’ comprehensive English application abilities and autonomous learning abilities. The course evaluation score has increased from 94.63 to 98.37, and students have improved in foreign language output abilities and critical thinking.Graduate English teaching, Autonomous learning, Blended teaching, Dual teaching subjects

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