Biotechnological Enhancements in Micro learning: Integrating Chinese and Western Cultural English Vocabulary for Second Language Acquisition in the Context of Digital Health

Abstract

In the evolving landscape of digital health, this study introduces an innovative teaching model that integrates micro learning with English vocabulary acquisition from both Chinese and Western cultural contexts, leveraging biotechnological advancements to enhance learning outcomes. Drawing on the five major hypotheses of Second Language Acquisition Theory, the model incorporates contextual introductions alongside micro-pre-learning and micro-lesson practices. A key component is the development of a right-brain rapid memory technique, designed to tackle the complexities of culturally rich vocabulary. The integration of micro learning with biotechnological tools, such as neuro feedback and cognitive enhancers, enables a more personalized and adaptive learning experience. By monitoring students' cognitive responses and adjusting the learning process in real-time, the model optimizes the retention and understanding of complex vocabulary. The effectiveness of this approach was validated through a comparative teaching experiment, which showed a statistically significant improvement in students' attitudes and retention capabilities, with a t-value of 0.03. Specifically, vocabulary retention increased by 6.2 percentage points among those with strong memory retention and decreased by 12.5 percentage points among those with a tendency to forget. This study underscores the potential of biotechnologically enhanced micro learning to address the challenges of acquiring culturally nuanced vocabulary, thereby significantly improving the effectiveness of bilingual education. The findings highlight the transformative role of biotechnology in modern educational practices, paving the way for more advanced and personalized language acquisition methodologies in the digital health era.