The development of economy has propelled the university’s English guidance system to pay attention to students’ development which further impacts the development of the country because students are the future of any nation. The college English function is rather complicated, and thus, reunderstanding and positioning of the university’s English guidance plays a significant role in the field of education. The existing teaching guidance system puts more emphasis on teaching content and teaching mechanism resulting in lack of application of the knowledge gained. Thus, it is extremely important to clarify and highlight the objectives of college English learning and on the basis of these design personalized curriculum which could convert the skilled talents into compound ones. The present paper explores the evaluation model of the University English Guidance effect based on an enhanced decision tree algorithm. The model has the potential to improve accuracy and efficiency of University English Guidance effect evaluation system and meet the requirements of University English Guidance effect evaluation. The framework constructs a multi-index University English Guidance effect evaluation system constituting of teachers and students as the main entities. It considers the University English Guidance effect evaluation index data as the input sample and implements the least squares support vector machine to realize the University English Guidance effect evaluation. The effectiveness of this model is verified by experiments, which lays a foundation for the optimization of University English Guidance.

As a means of communication, listening plays an important role in people’s life. In foreign language classroom, listening comprehension has never drawn the same attention of educators as it now does. So it is a vital importance to teach aural English more effectively. In view of present situation of aural English teaching and wrong ideas about it, the problems in traditional aural English teaching have been discussed, including monotonous pattern of teaching, ineffectiveness of teachers’ roles, students’ passivity, orientation at exams instead of students’ abilities and so forth. Then suggestions are presented on how to teach aural English more effectively: first, diversifying patterns of teaching should throw the emphasis on teaching in authentic environments and interaction between listening and other teaching activities; secondly, teachers should design listening activities for the class, build good interaction in the class and cultivate more creative methods in their teaching to change their ineffective roles; thirdly, students’ passive roles in class should also be modified by harmonizing their extrinsic motivations and intrinsic motivations; finally, the relationship between exams and development of abilities should be coordinated by using different strategies in different cases. Yet, there still exist a lot of problems in aural English teaching. For example, how to use authentic recordings in aural English teaching? Is it necessary to have audio equipment in order to train listening skills? And how to build the listeners’ confidence in listeners? etc. Therefore, there is still a long way to go for EFL educators.