Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College

Abstract

In the context of economic globalization, as an international language, English plays an increasingly essential role in the communication and exchange of ideas. As an output skill that fully reflects one’s linguistic and cultural literacy and logical thinking ability, English writing is undoubtedly the most difficult of the four basic skills of listening, speaking, reading, and writing. Writing is a form of expression that enables human thoughts to communicate and exchange across time and space, and it is also a powerful witness to the collision of ideas. However, most college students treat English writing with contempt. The reasons for this situation are related to the traditional teaching methods and assessment methods of English writing in universities. After all, today, many universities focus on the development of learners’ input skills or on the training of translation skills in the workplace. However, the development of English writing skills is weak. As a result, a great number of learners’ English writing skills lag behind other skills. This is because, for many years, the English writing curriculum and teaching mode in universities have only emphasized students’ learning of passive language input and rarely highlighted the importance of language output skills and activities. As a result, the imbalance in the interaction between language input and output has led to a lack of students’ writing skills. The teaching model of college English writing is mostly that teachers teach the theory and skills of writing through model essay analysis, and then, they are responsible for assigning writing tasks. The new standards promulgated by the Ministry of Education in 2001 also clearly state that the evaluation system should reflect the diversity of evaluation subjects and the variety of evaluation methods. In other words, both outcome evaluation and process evaluation should be considered. The focus of formative assessment is on students’ learning process. The evaluation content focuses on students’ performance, emotions, attitudes, and learning strategies in the learning process. The subjects of evaluation are teachers, students, and peers, which coincide with the requirements of the new curriculum reform. After more than 20 years of lightning-fast development in the Internet era, China’s Internet industry has achieved unprecedented success and is playing an unprecedented role on the world stage. Under the guidance of relevant policies, China is steadily moving toward becoming a cyber power. Education is the main means of training talents in China, but the traditional teaching mode is bounded by time and place. Therefore, teaching through the Internet is convenient and unconstrained in this era. In addition, the convenient connection of mobile Internet anytime and anywhere has facilitated the rapid integration of online and offline education. Education, as a future-oriented business, is bound to bring about a change. In this study, an improved collaborative filtering automatic assessment system for teaching English writing in college is designed.

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

“…Scholars such as AL Harrasi (2023), Alnasser (2022), Desrochers et al (2018) and Phoophuangpairoj and Pipattarasakul (2022) have concentrated on teacher-generated and computer-generated feedback to improve the quality of students’ writing. Other researchers have paid attention to incorporating innovative use of technology, for example, computational thinking (Peng et al , 2023), using collaborative automatic assessment systems (Zhang, 2022) and particle swarm optimization (Wang et al , 2022), using of Edmodo and Google Docs (Adhami and Taghizadeh, 2022), flipped classrooms with teacher-made video content and interactive writing group activities (Khojasteh et al , 2021).…”

An Exploration of Online Interactive Teaching Mode of Vocational Undergraduate Business English Based on Deep Learning Networks

“…In addition, in traditional classroom English teaching, due to the influence of teaching methods and teaching tools, the language environment created by teachers lacks authenticity, which makes it difficult to stimulate students' interest and desire to speak English, and thus affects the enhancement of students' English language ability [13][14]. In the Internet environment, teachers can optimize the classroom English language environment by using online teaching mode, stimulate students' interest in English expression and application, and then promote the overall improvement of students' business English learning level [15][16].…”