Modern teaching and learning integration has given more chances to cross-cultural interactions increasing demand for English-speaking talents within the community and growing demands on the English-speaking ability. Therefore, high-quality, economic development and interaction effective English speaking people are really important. For college, English listening and teaching have been highly valued by the college English teachers and students. Using an understanding-level teaching approach, students engage with topics in a more deliberate manner, and the word itself indicates that they understand the subject. Students' past knowledge and understanding levels are used to assess the concepts, and facts and other ideas linked with them are gathered. Listening is the process of obtaining information from others by using the sense of hearing. Listening is the act of recognizing and processing spoken sounds to form words and sentences. Therefore, this paper deals with English language movies and English college teaching and listening. The main objective is to increase the level of teaching and interaction proficiency in English teaching and listening. This improves students' motivation to learn, increases their language ability, creates a real language environment for students, and improves students' cross-cultural interaction skills. This study introduced the Augmented Reality based English Learning Framework (ARELF) to evaluate the effects of the translations and English proficiency on the effectiveness and motivation of college students in English listening and teaching. In information implementation, the student's results showed that English learning and teaching are highly analytical and prevented fewer English proficient students. The results show the most significant predictive differences in domain-specific awareness, particularly English language listening and understanding.

现代教与学的融合为跨文化互动提供了更多机会，社区内对英语人才的需求不断增加，对英语能力的需求也在不断增长。因此，高素质、经济发展和互动有效的说英语的人真的很重要。就大学而言，英语听力和教学一直受到大学英语教师和学生的高度重视。使用理解级别的教学方法，学生以更深思熟虑的方式参与主题，单词本身表明他们理解主题。学生过去的知识和理解水平用于评估概念，并收集与它们相关的事实和其他想法。听力是利用听觉从他人那里获取信息的过程。听力是识别和处理口语以形成单词和句子的行为。因此，本文涉及英语电影和英语大学的教学和听力。主要目标是提高英语教学和听力的教学水平和互动能力。这提高了学生的学习动力，提高了他们的语言能力，为学生创造了一个真实的语言环境，提高了学生的跨文化互动能力。本研究引入了基于增强现实的英语学习框架（ARELF）来评估翻译和英语熟练程度对大学生英语听力和教学的有效性和动机的影响。在信息化实施中，学生 结果表明，英语学习和教学是高度分析性的，并防止了较少的英语熟练学生。结果显示了特定领域意识的最显着的预测差异，尤其是英语语言听力和理解。