Research on Intelligent Evaluation of College English Teaching Effectiveness under Intelligent Big Data Technology
Main Article Content
Abstract
Under the wave of digital transformation, intelligent big data technology deeply penetrates the entire process of higher education teaching, reconstructing the English teaching mode, teaching management logic, and teaching evaluation system in universities. The traditional evaluation of English teaching effectiveness in universities often relies on subjective manual scoring, one-dimensional assessment of final exam transcripts, and qualitative description of classroom performance. There are prominent problems such as one-sided evaluation dimensions, scattered data sources, lagging evaluation results, strong subjective interference, lack of dynamic tracking and accurate attribution, which are difficult to adapt to the development needs of personalized English teaching, hierarchical education, and precise quality improvement in universities in the new era. Intelligent big data technology, with its core advantages of massive data collection, multi-dimensional data mining, deep learning modeling, real-time dynamic analysis, and trend intelligent prediction, can comprehensively integrate the full scenario behavioral data of pre class preview, classroom teaching, post class consolidation, online learning, offline training, exam evaluation, and teacher-student interaction in college English teaching, and build a multi index, multi-level, and full cycle intelligent evaluation system for English teaching effectiveness.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Y. Chen, “Retraction note: Analyzing the design of intelligent English translation and teaching model in colleges using data mining,” Soft Comput., prepublished, pp. 1–1, 2026, doi: 10.1007/S00500-026-11269-Z.
W. Li, “Reasonable application of reverse thinking in English translation teaching in colleges and universities,” Contemp. Educ. Cultiv., vol. 2, no. 1, 2026, doi: 10.12238/CEC.V1I1.311.
M. Yang, J. J. Jeyaraj, K. N. Ahmad, et al., “Examining English as a foreign language teachers’ technological pedagogical content knowledge framework in higher education in Guizhou, China,” Asian-Pac. J. Second Foreign Lang. Educ., vol. 11, no. 1, pp. 1–1, 2026, doi: 10.1186/S40862-025-00374-5.
Y. Zhang, “A study on the impact of situational simulation teaching on the application of translation strategies among English majors in universities,” Educ. Insights, vol. 2, no. 11, pp. 74–83, 2025, doi: 10.70088/PZJFWY92.
W. Yan and G. Zhijing, “A study on exploring the innovation of English writing teaching mode in Inner Mongolia universities guided by cultural identity,” Pac. Int. J., vol. 8, no. 5, 2025, doi: 10.55014/PIJ.V8I5.888.
T. L. Thao, H. P. Yen, T. P. Thuy, et al., “Reflective syllabus design: Exploring Vietnamese tertiary EFL teachers’ perceptions of syllabus revision as a practice of reflective teaching,” Reflective Pract., vol. 26, no. 5, pp. 623–632, 2025, doi: 10.1080/14623943.2025.2494317.
L. Yang and J. Zhang, “A practical study on developing students’ critical thinking ability in English teaching in higher education institutions,” Contemp. Educ. Teach. Res., vol. 6, no. 7, 2025, doi: 10.61360/BONIC ETR252018690705.
J. Niu and L. Jiang, “Research on a collaborative platform for teaching English in universities based on an intelligent voice system,” Syst. Soft Comput., vol. 7, Art. no. 200342, 2025, doi: 10.1016/J.SASC.2025.2003 42.
Xia Guan, “The application of AI-based VR teaching in contextual English language education in higher education,” J. Int. Soc. Sci., vol. 2, no. 7, 2025, doi: 10.62639/SSPJISS17.20250207.
J. Meng, “A study of the cultivation of intercultural communication competence in English teaching in colleges and universities,” Educ. Reform Dev., vol. 7, no. 6, pp. 212–217, 2025, doi: 10.26689/ERD.V7I6.10849.
Q. Li, “Innovative practice of college English teachers in application-oriented teaching in private undergraduate institutions of architecture and civil engineering,” Explor. Educ. Manage., vol. 3, no. 6, 2025, doi: 10.12417/3029-2328.25.06.011.
F. Li, R. Jiang, and D. Shu, “Multi-modal teaching of English translation in colleges and universities under the network environment,” Forum Linguist. Stud., vol. 7, no. 6, 2025, doi: 10.30564/FLS.V7I6.9798.
L. A. Ramos, “Technological innovative practices in English language teaching among higher education institutions in Basilan, Philippines,” Forum Linguist. Stud., vol. 7, no. 5, 2025, doi: 10.30564/FLS.V7I5.9289.
T. D. Tran, N. L. T. Nguyen, B. T. D. Dang, et al., “Vietnamese-English translation errors and pedagogical implications in the digital age: A case of English major students at a university in Vietnam,” Theory Pract. Lang. Stud., vol. 15, no. 5, pp. 1710–1721, 2025, doi: 10.17507/TPLS.1505.36.
M. Tian, “Exploring the teaching design of ideological and political education in intercultural communication courses for English majors in universities based on the production-oriented approach,” Innov. Humanit. Soc. Sci. Res., vol. 21, no. 3, 2025.
Y. Liang, C. Lv, X. Han, et al., “Innovative development of English teaching management in colleges and universities based on WSR methodology,” Appl. Math. Nonlinear Sci., vol. 10, no. 1, 2025, doi: 10.2478/AMNS-202 5-0301.
Q. Zhao, “Discussion on the teaching of English reading program in colleges and universities under the perspective of ‘Fostering Virtue Through Education’,” Forum Res. Innov. Manage., vol. 3, no. 1, 2025, doi: 10.70711/FRIM.V3I1.5863.
B. Shen, “Research on the innovation of English teaching mode in colleges and universities under the background of digital transformation,” Appl. Math. Nonlinear Sci., vol. 10, no. 1, 2025, doi: 10.2478/AMNS-2025-024 6.
D. Li, “Research on the optimization of English teaching mode and personalized learning path in colleges and universities based on big data regression analysis,” Appl. Math. Nonlinear Sci., vol. 10, no. 1, 2025, doi: 10.2478/AMNS-2025-0794.
Q. Ge, “Data-driven multiple regression analysis of teaching mode innovation and teaching quality of English education in colleges and universities based on data,” Appl. Math. Nonlinear Sci., vol. 10, no. 1, Art. no. 20251063, 2025, doi: 10.2478/AMNS-2025-1063.