The implementation of diverse interactive teaching models in short-term youth English summer camps markedly improves the overall educational experience. These models, by promoting engagement and motivation, establish a dynamic and stimulating learning environment that fosters active participation. By addressing various learning styles, these approaches ensure that all students benefit, leading to enhanced language acquisition and retention. The integration of interactive activities not only renders the learning process enjoyable but also facilitates practical language use, thereby enhancing conversational skills and confidence among young learners. Additionally, the utilization of multiple teaching models enables the development of adaptable and flexible lesson plans tailored to the unique needs and interests of each student. This comprehensive approach not only advances linguistic development but also supports the personal growth of participants. Consequently, employing a range of interactive teaching models proves to be a highly effective strategy for optimizing the educational outcomes of short-term youth English summer camps, ensuring that students depart with improved language skills and a positive outlook on learning English.

Yanqing Fang. The Application of Multiple Interactive Teaching Models in Teaching Short-term Youth English Summer Camps. International Journal of New Developments in Education (2025), Vol. 7, Issue 4: 108-117. https://doi.org/10.25236/IJNDE.2025.070416.

[1] Arıcak, E., & Çakır, H. (2023). The Effects of Interactive Whiteboard Supported Instruction on EFL Learners’ Speaking Skills. International Journal of Instruction, 16(2), 143 - 162.

[2] Bujak, A., & Kucharska, E. (2022). Using Interactive Digital Tools to Enhance the Quality of Online English Language Teaching. Studies in English Language and Literature, 4(1), 21 - 36. 

[3] Cahyono, S., & Setiyani, S. (2023). The Implementation of Interactive Teaching Strategies to Improve Students' English Speaking Skills. English Language Teaching, 16(2), 158 - 170. 

[4] Chen, H. Y., & Chang, Y. H. (2023). Interactive Mobile Learning and English Language Teaching: An Empirical Study. Educational Technology & Society, 26(1), 121 - 134. 

[5] Wu, X. (2023). AHP-BP-Based Algorithms for Teaching Quality Evaluation of Flipped English Classrooms in the Context of New Media Communication. International Journal of Information Technologies and Systems Approach, 16(2), 1-12.

[6] García-Pérez, M., & Muñoz-Soto, A. (2022). Interactive teaching and learning strategies in English as a foreign language classrooms: A systematic review. Revista Española de Investigación en Educación Comparada, 27, 1-17.

[7] Huang, C. H., & Huang, Y. M. (2023). Effects of an interactive e - learning system on English vocabulary learning and motivation. British Journal of Educational Technology, 54(2), 648 - 664. 

[8] Kang, H., & Ryu, Y. (2023). Exploring the effectiveness of interactive drama activities on English language learning and motivation among young learners. Asia - Pacific Journal of Second and Foreign Language Education, 8(1), 1 - 18. 

[9] Kaya, A., & Savaş, H. (2022). The impact of interactive teaching methods on students' English language achievement and motivation. Journal of Language and Linguistic Studies, 18(3), 527 - 540. 

[10] Lee, J. Y., & Kim, J. H. (2023). Interactive multimedia - assisted language learning for young English language learners: A meta - analysis. Computers & Education, 193, 104764. 

[11] Pérez - Padilla, M., & Escudero - Martínez, M. T. (2022). Interactive teaching methodologies in English language teaching: A case study. Innovations in Education and Teaching International, 59(3), 287 - 297. 

[12] Qin, X., & Liu, J. (2023). The application of interactive teaching mode in English writing teaching for non - English majors. English Language Teaching, 16(4), 211 - 223. 

[13] Sánchez - Moreno, C., & García - Castaño, M. C. (2022). Interactive storytelling for English language learning in primary education: A case study. International Journal of Early Years Education, 30(4), 438 - 451. 

[14] Sun, Y., & Zhang, X. (2023). Interactive teaching and learning in English education: A bibliometric analysis. Frontiers in Education, 8, 1069497. 

[15] Wang, Y., & Wang, L. (2022). The role of interactive teaching in improving English listening and speaking skills of vocational college students. English Language Education, 6(3), 109 - 122.