An Empirical Study on the Reversal Effect of English Teaching in Colleges and Universities in the Internet Era

Abstract

This paper begins with the innovation of English teaching in colleges and universities during the Internet era. It then presents innovative application strategies, exemplified by the online learning platform and online teaching quality evaluation. Finally, it conducts empirical research on the reversal effect of English teaching in colleges and universities during the Internet era, using application analysis. Text information extraction is accomplished by mutual information technology; teaching resource transmission and scheduling are realized by the Markov chain; collaborative filtering of teaching resources is carried out; and an online learning platform is constructed. Create an online assessment ensemble for teaching quality, set assessment constraints for optimization, generate an affiliation function for English teaching quality assessment and construct an algorithm for English teaching quality online assessment. Conduct teaching practice at the University of Rochester to empirically demonstrate the effects of counterbalancing on English teaching in colleges and universities. After the practice, the speaking, reading, and writing test scores of the subject students increased by 2, 2.41, and 1.46, respectively, compared to their pre-practice scores, and their learning anxiety decreased. During the practice period, English class attendance was stable at more than 90% since the 5th week, and the dimensions of English learning ability were higher than 3.5. The subject students also had high satisfaction attitudes toward the overall quality of English teaching.