Abstract: Based on college English education, this study constructs a three-dimensional analytical model of“technology empowerment-learning reconstruction-educational innovation”. It verifies the impact of Large Language Models (LLMs) on students'learning methods through a combination of quantitative research and qualitative interviews. The experimental results show that students using LLMs are significantly superior to the traditional learning group in interdisciplinary knowledge transfer ability (t=3.21, P<0.01), learning efficiency (F=5.67, P<0.05) and resource utilization rate (χ2=12.45, P<0.001). At the same time, teacher interviews confirm that LLMs are reshaping teaching models and teacher-student relationships. This study proposes an educational model of“human-machine collaborative learning ecology”, providing an operable practical path for technology-empowered education.

Key words: Large Language Models, Transformation of learning methods, Mixed research methods, Educational innovation, College English, Technology empowerment