Abstract
The comprehensive and scientific evaluation of college English teaching in online mode is an important basis for further promoting and optimizing the pragmatic reform of college English teaching. Based on the operational principle, the principle of service to students, and the feasibility principle, this study aims to construct a multiple evaluation system of online college English teaching based on three aspects: online interaction, online autonomous learning, and English online practice. A questionnaire has been conducted among undergraduates, teachers, and experts. The Analytic Hierarchy Process (AHP) has been used to analyze the relative importance of the indicators at the first two levels in the multiple evaluation system. The results revealed that the weight coefficients of teacher-student interaction, learning resources, and English listening practice are higher, while those of learning freedom and oral English practice are lower. Therefore, the online college English teaching reform should take the following measures: equipment input of college English practice teaching should be reinforced, communication channels between teachers and students should be strengthened, and online teaching resources should be enriched.
Highlights
The practice in College English education in China has been conducted based on nationally unified curriculum---the College English Curriculum Requirements (CECR) (Cai & Xin, 2009; Chen & Klenowski, 2009)
Based on the operational principle, the principle of service to students, and the feasibility principle, this study aims to construct a multiple evaluation system of online college English teaching based on three aspects: online interaction, online autonomous learning, and English online practice
6.1 Descriptive Characteristics of the Score Status Based on the results from the evaluation questionnaire of online college English teaching, this study summarized the features of online interaction (B1), online autonomous learning (B2), and English online practice (B3)
Summary
The practice in College English education in China has been conducted based on nationally unified curriculum---the College English Curriculum Requirements (CECR) (Cai & Xin, 2009; Chen & Klenowski, 2009). China’s Ministry of Education (CMOE) has initiated College English curriculum reforms nation-wide with the attempt to promote the quality of College English education to better meet the needs of socioeconomic development in China (Cai & Xin, 2009; Chen & Klenowski, 2009; Zhang, 2004). The 2017 CECR called for a full use of information technology and actively create a diversified teaching and learning environment in colleges and universities (CMOE, 2017). This study aims to develop an effective network evaluation model of college English teaching in an online environment using the Analytic Hierarchy Process (AHP)
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