Abstract

This study presents a comprehensive evaluation of a pioneering cross-campus collaborative model for College English Teaching (CET) reform implemented between A University and B University. Responding to the challenges of fragmented resources and uneven instructional quality in multi-campus universities, this two-year action research project developed and tested an integrated framework centered on deep resource integration, diversified pedagogical innovation, and interdisciplinary synergy. The research demonstrates significant improvements in student English proficiency. The model effectively enhanced students' language skills, enabling them to better meet the demands of academic and professional settings. Crucially, the model fostered sustainable faculty communities of practice through four Innovation Task Forces, driving pedagogical renewal and interdisciplinary course development. These task forces provided a platform for teachers from different campuses to collaborate closely, share teaching experiences and resources, and jointly develop innovative teaching methods and materials. The study argues that institutionalizing cross-campus collaboration, coupled with stratified teaching and embedded practice opportunities, offers a replicable pathway for enhancing CET efficacy within China's expanding higher education landscape. It provides critical insights for global contexts grappling with resource optimization and educational equity.