Communications in Humanities Research ISSN: 2753-7072
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Research Article

Research on the Current Status of Bilingual Teaching Practice in KET Preparation Courses: A Study Based on Mixed Research Method

Zimo ZhangNanjing University of Posts and Telecommunications*

* Corresponding author: [email protected]

Abstract

Bilingual teaching serves as a pivotal instructional approach in Key English Test (KET) preparation courses for adolescent learners, balancing academic content delivery and second language proficiency development. This study adopts a mixed research method combining classroom observation, teacher interviews and student questionnaires to investigate the current application of bilingual teaching in KET preparation classrooms in a training institution in Nanjing, China. The study analyzes the data mainly through a large language model (DeepSeek) and SPSSAU. By exploring the frequency, links and strategies of bilingual use, analyzing existing problems from both teacher and student perspectives, and proposing targeted optimization strategies, the research aims to fill the empirical research gap of bilingual teaching in adolescent KET preparation scenarios, which is rarely involved in previous studies focusing on higher education. The findings reveal that bilingual teaching is widely applied in KET classrooms but with obvious randomness and lack of systematic planning; the main problems include the absence of bilingual use standards and the mismatch between student needs and teacher supply. Based on the research results, differentiated bilingual use strategies, targeted teacher training, and supporting teaching resources are proposed to optimize bilingual teaching practice. This study expands the scenario boundary of bilingual teaching research and provides empirical evidence for KET teachers to optimize classroom language use.

Keywords: KET; bilingual teaching; mixed research method; adolescent English learning
Published: April 28, 2026
DOI: 10.54254/2753-7064/2026.NS33045
Volume: CHR Vol.109
pp. 9-17
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