From the perspective of constructivism learning theory, this paper conducts an empirical study on the integration of Hakka culture into college English teaching, aiming at the current situation of neglecting local culture education in college English teaching, low enthusiasm and participation of students in learning, and low learning effect, and evaluates the practical effect through questionnaires, analysis of test scores and feedback from students. The results show that this teaching mode can effectively stimulate students’ learning interest, enhance their learning initiative and participation, and improve their learning effect, cultural self-confidence, and intercultural communication ability.