Based on the CLA model, this paper discusses the autonomous role of formative assessment in students’ English teaching. This paper conducts a statistical analysis of the formative evaluation of English teaching among 40 students in the experimental group during the teaching period of 20 weeks. Research shows that 1) the independent learning behavior, consciousness, motivation and other aspects of the experimental group students have been significantly improved. Results Compared with the control group, there were significant differences in each dimension (P<0.05). (2) The writing skills of the experimental group have been greatly improved. The experimental group was statistically significant compared with the control group (P<0.05). Through the investigation of English teaching, it is found that formative assessment plays a prominent role in improving English teaching. The formative evaluation of English teaching based on the CLA model will promote improving English teaching performance.

In China’s higher education system, the faculty and teaching quality of private colleges and universities have been consistently enhanced, as they play an essential role in the training of professional talents. In the context of “Internet +” and through a detailed analysis of the cross-cultural competence of English teachers in private colleges and universities in China, this paper discusses the necessity and feasibility of cultivating college teachers’ cross-cultural thinking to constantly optimize and perfect the strategies for cross-cultural competence, as well as improve the practical application level of English teachers’ cross-cultural knowledge theory, so that English teachers can be exposed to the latest educational ideas, constantly broaden their cultural horizons, strengthen professional sensitivity and environmental adaptability, pay attention to local culture, optimize critical thinking, and improve cultural literacy, thus laying a solid foundation for an all-round experience of cross-cultural communication.