Big Data Technology in English Education and Teachers’ Professional Practices: An Explanatory Sequential Mixed-Methods Study

The quantitative findings demonstrated significant positive relationships between big data technology in English education and pedagogical competencies (β = 0.622, p < 0.001), decision-making skills (β = 0.568, p < 0.001), classroom instructional performance (β = 0.546, p < 0.001), and reflective teaching practices (β = 0.551, p < 0.001). Qualitative findings showed that teachers used learning analytics to identify student needs, modify instruction, support evidence-based decisions, evaluate classroom effectiveness, and adapt subsequent teaching.

However, difficulties in data interpretation, time constraints, technical infrastructure, monitoring pressure, and student-data privacy were identified as implementation challenges. The study contributes empirical evidence linking big data technology with multiple dimensions of English teachers’ professional practice. Practical recommendations include strengthening teachers’ data literacy, providing institutional technical support, allocating time for data interpretation, and establishing clear data-governance and privacy procedures.