Статті в журналах з теми "Immersion method (Language teaching) Evaluation"

The widespread introduction of distance learning in secondary schools during the spread of the coronavirus infection COVID-19 had a significant impact on the development of new methods of teaching aspects of a foreign language and types of foreign language speech activity based on distance technologies. Mastering the skills of monologue speech is one of the requirements for the level of mastering a foreign language by students by the time they graduate from a secondary school. At the same time, the development of methods for developing these skills through remote technologies was not the subject of a separate study, which determined the purpose and relevance of this study. Based on the analysis of scientific literature, we develop methods for developing the skills of monologue speech of high school students in the context of distance learning. The methods includes three stages – installation-technological, procedural and evaluation – and fourteen corresponding steps: 1) goal, objectives, subject of the project, evaluation criteria; 2) technical issues of project implementation; 3) discussion of information security issues; 4) students mastering new active vocabulary; 5) immersion of students in the problems of the monologue; 6) search for the necessary information on the Internet; 7) processing of received foreign language materials; 8) compiling the text of the monologue; 9) recording and posting student podcasts; 10) watching podcasts by students; 11) online discussion of podcasts by students; 12) evaluation of podcasts by the teacher; 13) the teacher evaluates the participation of students in the network discussion of podcasts; 14) self-assessment and reflection of students.

AbstractThis article discusses a two-year telecollaborative project in teacher education that took an integrated approach to teaching about and through technological resources in order to introduce student-teachers to innovative methods for communicative-based language learning through computer-mediated communication (CMC). Via ‘technological immersion’, student-teachers in two groups in Spain and the US were required to work together online to give peer feedback and evaluation of several activities, including teaching sequences. They also co-created podcasts, along with accompanying educational activities. Some of the tools used were Moodle, Skype, emails, wikis, Second Life and podcasting. The article analyzes and discusses multimodal data collected during the collaboration. Results indicate that the online collaboration enhanced teacher development through opportunities unavailable in more traditional teacher education classrooms and enabled student-teachers to better make connections between theory and practice.

The introduction of Arabic Education in Nigeria is long before the advent of modern education system in the area. It is a known fact that the first medium of formal education was Arabic language. Although, Arabic has since been replaced by English language right from the colonial period as a means of education and general communication, but it is given a special attention in the Nigerian education system because of its historical antecedents and its relationship with Islam. However, there are numerous challenges militating against the teaching of Arabic language in Nigeria. Some of these challenges could be social, economic, political etc. Recently, the Boko Haram insurgency has contributed negatively to the development of Arabic language in Nigeria because of its direct effects on the Nigeria Arabic Language Village (NALV) Ngala, Borno State; an institution responsible for the cultural and language immersion for Arabic students in Nigerian Higher institutions. Therefore, this paper aims at evaluating the impact of this insurgency on the development of Arabic education in Nigeria. Qualitative method of data collection was used as the basic research tools for this work. The paper relied mainly on interview to ascertain some of the facts mention therein. Focus is on the effects of Boko Haram on Nigeria Arabic village and the spillover effects on Arabic language in Nigerian Universities.

Increasing preoccupations and interest manifested for the Romanian language as a foreign language compose a focused and clear expression in the volume “Romanian as a foreign language. Methodology and cultural applicability”, launched at the Turku University publishing house, Finland (2018). The editors, Paul Nanu (Department of Romanian Language and Culture, University of Turku, Finland) and Emilia Ivancu (Department of Romanian Studies of the Adam Mickiewicz University of Poznań, Poland) with this volume, continue a series of activities dedicated to the promotion of the Romanian language and culture outside the country borders. This volume brings together a collection of articles, previously announced and briefly presented at a round table organized by the two Romanian lectors, as a section of the International Conference “Dialogue of cultures between tradition and modernity”, (Philological Research and Multicultural Dialogue Centre, Department of Philology, Faculty of History and Philology, “1 Decembrie 1918” University of Alba Iulia). The thirteen authors who sign the articles are teachers of Romanian as a foreign language, either in the country or abroad. The challenge launched by the organisers pointed both at the teaching methods of Romanian as a foreign language – including the authors’ reflections upon the available textbooks (Romanian language textbooks) and the cultural implications of this perspective on the Romanian language. It is probably no accident that the first article of the aforementioned volume – “Particularities of teaching Romanian as a foreign language for the preparatory year. In quest of “the ideal textbook’’ (Cristina Sicoe, University of the West, Timișoara) – brings a strict perspective upon that what should be, from the author’s point of view, “the ideal textbook”. The fact that it does not exist, and has little chances ever to exist, could maybe be explained by the multitude of variables which appear in practice, within the didactic triangle composed by teacher – student – textbook. The character of the variables is the result of particular interactions established between the components of the triad. A concurrent direction is pointed out by the considerations that make the object of the second article, “To a new textbook of Romanian language as a foreign language’’ (Ana-Maria Radu-Pop, University of the West, Timișoara). While the previous article was about an ideal textbook for foreign students in the preparatory year of Romanian, this time, the textbook in question has another target group, namely Erasmus students and students from Centres of foreign languages. Considering that this kind of target group “forms a distinct category”, the author pleads for the necessity of editing adequate textbooks with a part made of themes, vocabulary, grammar and a part made of culture and civilization – the separation into parts belongs to the author – that should consider the needs of this target group, their short stay in Romania (three months to one year) and, last but not least, the students’ poor motivation. These distinctive notes turn the existent RFL textbooks[1] in that which the author calls “level crossings”, which she explains in a humorous manner[2]. Since the ideal manual seems to be in no hurry to appear, the administrative-logistic implications of teaching Romanian as a foreign language (for the preparatory year) should be easier to align with the standards of efficiency. This matter is addressed by Mihaela Badea and Cristina Iridon from the Oil & Gas University of Ploiești, in the article “Administrative/logistic difficulties of teaching RFL. Case study”. Starting from a series of practical experiences, the authors are purposing to suggest “several ideas to improve existent methodologies of admitting foreign students and to review the ARACIS criteria from March 2017, regarding external evaluation of the ‘Romanian as a foreign language’ study programme”. Among other things, an external difficulty is highlighted (common to all universities in the country), namely the permission to register foreign students until the end of the first semester of the academic year, meaning around the middle of February. The authors punctually describe the unfortunate implications of this legal aspect and the regrettable consequences upon the quality of the educational act. They suggest that the deadline for admitting foreign students not exceed the 1st of December of every academic year. The list of difficulties in teaching Romanian as a foreign language is extremely long, reaching sensitive aspects from an ethical perspective of multiculturalism. This approach belongs to Constantin Mladin from Ss. Cyril and Methodius University in Skopje, Macedonia, who writes about “The role of the ethical component in the learning process of a foreign language and culture. The Macedonian experience”. Therefore, we are moving towards the intercultural competences which, as the author states, are meant to “adequately and efficiently round the acquired language competences”. In today’s Macedonian society, that which the author refers to, a society claimed to be multiethnic, multilingual and pluriconfessional, the emotional component of an intercultural approach needs a particular attention. Thus, reconfigurations of the current didactic model are necessary. The solution proposed and successfully applied by Professor Constantin Mladin is that of shaking the natural directions in which a foreign language and culture is acquired: from the source language/culture towards the target language/culture. All this is proposed in the context in which the target group is extremely heterogeneous and its “emotional capacity of letting go of the ethnocentric attitudes and perceptions upon otherness” seem to lack. When speaking about ‘barriers’, we often mean ‘difficulty’. The article written by Silvia Kried Stoian and Loredana Netedu from the Oil & Gas University of Ploiești, called “Barriers in the intercultural communication of foreign students in the preparatory year”, is the result of a micro-research done upon a group of 37 foreign students from 10 different countries/cultural spaces, belonging to different religions (plus atheists), speakers of different languages. From the start, there are many differences to be reconciled in a way reasonable enough to reduce most barriers that appear in their intercultural communication. Beneficial and obstructive factors – namely communication barriers – coexist in a complex communicational environment, which supposes identifying and solving the latter, in the aim of softening the cultural shock experienced within linguistic and cultural immersion. Several solutions are recommended by the two authors. An optimistic conclusion emerges in the end, namely the possibility that the initial inconvenient of the ethnical, linguistic and cultural heterogeneity become “an advantage in learning the Romanian language and acquiring intercultural communication”. Total immersion (linguistic and cultural), as well as the advantage it represents as far as exposure to language is concerned, is the subject of the article entitled “Cultural immersion and exposure to language”, written by Adina Curta (“1 Decembrie 1918” University of Alba Iulia). Considered to be a factor of rapid progress and effectiveness of acquisition, exposure to language that arises from the force of circumstances could be extended to that what may be named orchestrated exposure to language. This phrase is consented to reunite two types of resources, “a category of statutory resources, which are the CEFRL suggestions, and a category of particular resources, which should be the activities proposed by the organizers of the preparatory year of RFL”. In this respect, we are dealing with several alternating roles of the teacher who, besides being an expert, animator, facilitator of the learning process or technician, also becomes a cultural and linguistic coach, sending to the group of immersed students a beneficial message of professional and human polyvalence. A particular experience is represented by teaching the Romanian language at the Sapienza University of Rome, Italy. This experience is presented by Nicoleta Neșu in the article “The Romanian language, between mother tongue and ethnic language. Case study”. The particular situation is generated by the nature of the target group, a group of students coming, on the one hand, from Romanian families, who, having lived in Italy since early childhood, have studied in the Italian language and are now studying the Romanian language (mother tongue, then ethnic language) as L1, and, on the other hand, Italian mother tongue students who study the Romanian language as a foreign language. The strategies that are used and the didactic approach are constantly in need of particularization, depending on the statute that the studied language, namely the Romanian language, has in each case. In the area of teaching methodology for Romanian as a foreign language, suggestions and analyses come from four authors, namely Eliana-Alina Popeți (West University of Timișoara), “Teaching the Romanian language to students from Romanian communities from Serbia. Vocabulary exercise”, Georgeta Orian (“1 Decembrie 1918” University of Alba Iulia) “The Romanian language in the rhythm of dance and hip-hop music”, Coralia Telea (“1 Decembrie 1918” University of Alba Iulia), “Explanation during the class of Romanian as a foreign language” and Emilia Ivancu (Adam Mickiewicz University of Poznań, Poland), “Romanian (auto)biographic discourse or the effect of literature upon learning RFL”. The vocabulary exercise proposed to the students by Eliana-Alina Popeți is a didactic experiment through which the author checked the hypothesis according to which a visual didactic material eases the development of vocabulary, especially since the textual productions of the students, done through the technique that didactics calls “reading images”, were video recorded and submitted to mutual evaluation as well as to self-evaluation of grammar, coherence and pronunciation. The role of the authentic iconographic document is attested in the didactics of modern languages, as the aforementioned experiment confirms once again the high coefficient of interest and attention of the students, as well as the vitality and authenticity of interaction within the work groups. It is worth mentioning that these students come from the Serbian Republic and are registered in the preparatory year at the Faculty of Letters, History and Theology of the West University of Timișoara. Most of them are speakers of different Romanian patois, only found on the territory of Serbia. The activity consisted of elaborating written texts starting from an image (a postcard reproducing a portrait of the Egyptian artist Eman Osama), imagining a possible biography of the character. In the series of successful authentic documents in teaching-learning foreign languages, there is also the song. The activities described by Georgeta Orian were undertaken either with Erasmus students from the preparatory year at the “1 Decembrie 1989” University of Alba Iulia, or with Polish students (within the Department of Romanian Studies in Poznań), having high communication competences (B1-B2, or even more). There were five activities triggered by Romanian songs, chosen by criteria of sympathy with the interests of the target group: youngsters, late teenagers. The stake was “a more pleasant and, sometimes, a more useful learning process”, mostly through discovery, through recourse to musical language, which has the advantage of breaking linguistic barriers in the aim of creating a common space in which the target language, a language of “the other”, becomes the instrument of speaking about what connects us. The didactic approach, when it comes to Romanian as a foreign language taught to students of the preparatory year cannot avoid the extremely popular method of the explanation. Its story is told by Coralia Telea. With a use of high scope, the explanation steps in in various moments and contexts: for transmitting new information, for underlining mechanisms generating new rules, in evaluation activities (result appreciation, progress measurements). Still, the limits of this method are not left out, among which the risk of the teachers to annoy their audience if overbidding this method. Addressing (Polish) students from the Master’s Studies Program within the Romania Philology at the Adam Mickiewicz University of Poznań, Emilia Ivancu crosses, through her article, the methodological dimensions of teaching Romanian as a foreign language, entering the curricular territory of the problematics in question by proposing an optional course entitled Romanian (auto)biographic discourse”. Approaching contact with the Romanian language as a foreign language at an advanced level, the stakes of the approach and the proposed contents differ, obviously, from the ones only regarding the creation and development of the competence of communication in the Romanian Language. The studied texts have been grouped into correspondence/epistolary discourse, diaries, memoires and (auto)biography as fiction. Vasile Alecsandri, Sanda Stolojan, Paul Goma, Neagoe Basarab, Norman Manea, Mircea Eliade are just a few of the writers concerned, submitted to discussions with the help of a theoretical toolbox, offered to the students as recordings of cultural broadcasts, like Profesioniștii or Rezistența prin cultură etc. The consequences of this complex approach consisted, on the one hand, of the expansion of the readings for the students and, on the other hand, in choosing to write dissertations on these topics. A “tangible” result of Emilia Ivancu’s course is the elaboration of a volume entitled România la persoana întâi, perspective la persoana a treia (Romania in the first person, perspectives in the third person), containing seven articles written by Polish Master’s students. Master’s theses, a PhD thesis, several translations into the Polish language are also “fruits” of the initiated course. Of all these, the author extracted several conclusions supporting the merits and usefulness of her initiative. The volume ends with a review signed by Adina Curta (1 Decembrie 1918 University of Alba Iulia), “The Romanian language, a modern, wanted language. Iuliana Wainberg-Drăghiciu – Textbook of Romanian language as a foreign language”. The textbook elaborated by Iuliana Wainberg-Drăghiciu (“1 Decembrie 1918” University of Alba Iulia) respects the CEFRL suggestions, points at the communicative competences (linguistic, sociolinguistic and pragmatic) described for levels A1 and A2, has a high degree of accessibility through a trilingual dictionary (Romanian-English-French) which it offers to foreign students and through the phonetic transcription of new vocabulary units.

AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.

В статье анализируются методические основы метода погружения как рабочей среды для обучения РКИ в контексте межкультурной коммуникации. Рассматривается социокультурная составляющая современного и актуального языкового материала, на базе которого происходит формирование коммуникативной компетенции и умений и навыков межкультурной коммуникации учащихся, что должно быть положено в основу современных национально ориентированных средств обучения РКИ. The article analyzes the methodological foundations of the immersion method as a working environment for teaching Russian as a foreign language in the context of intercultural communication. The article considers the socio-cultural component of modern and relevant language material, on the basis of which the formation of communicative competence and skills of intercultural communication of students takes place, which should be the basis of modern nationally-oriented means of teaching Russian as a foreign language.

<p>Teaching a foreign language to young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.</p>

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

With the advancement of globalization, an increasing number of people are learning and using a common language as a tool for international communication. However, there are clear distinctions between the native language and target language, especially in pronunciation, and the domestic target language, the learning environment is far from ideal, with few competent teachers. In addition, such learning cannot achieve computer-assisted language learning (CALL) technology. The efficient combination of computer technology and language teaching and learning methods provides a new solution to this problem. The core of CALL is speech recognition (SR) technology and speech evaluation technology. The development of deep learning (DL) has greatly promoted the development of speech recognition. The pronunciation resource collected from the Chinese college students, whose majors are language education or who are planning to obtain better pronunciation, shall be the research object of this paper. The study applies deep learning to the standard but of target language pronunciation and builds a standard evaluation model of pronunciation teaching based on the deep belief network (DBN). On this basis, this work improves the traditional pronunciation quality evaluation method, comprehensively considers intonation, speaking speed, rhythm, intonation, and other multi-parameter indicators and their weights, and establishes a reasonable and efficient pronunciation model. The systematic research results show that this article has theoretical and practical value in the field of phonetics education.

This study aims to investigate and compare the relationship between immersion and motivation in two different groups of student teachers who enrolled in an immersion programme. With a group of student teachers whose social and cultural backgrounds are different – one group is from Mainland China and one is from Hong Kong – though they both are of Chinese ethnicity and speak the same Chinese variety, the reasons behind their studying a postgraduate programme and going on an immersion can be different. The method of data collection adopted for this study was a qualitative paradigm. In-depth interviews, both pre- and post-immersion, were conducted. Participants were also encouraged to send e-mails to the researcher during immersion that reflected on their experience. Results show that Mainland participants were motivated by desires to enhance their pedagogical knowledge in EFL teaching in order to satisfy implementation constraints in their homeland. In contrast, Hong Kong participants were primarily interested in improving their language proficiency in order to satisfy the mandatory language assessment required for graduation. Both groups, however, saw cultural enrichment as their secondary reason for undertaking immersion, in that it allowed them to better understand the culture behind the language and thus become better English teachers.

This paper is based on ongoing research on a recent low-dose, late partial English immersion (IM) program in Germany. The evaluation compares English language outcomes of IM groups, groups from non-IM schools, and non-IM groups from the same school as the IM groups, at various points of their development. This paper focuses on whether English vocabulary learning occurs incidentally while students are learning history or geography, or both, taught in English and whether there is evidence to suggest that the learning abilities activated in the IM classroom are the same as those found in traditional foreign language teaching and in naturalistic (untutored) L2 acquisition. The data derive from a communicative group test. It is shown that some of the lexical items cannot have come from the textbook or from other kinds of teaching materials used during regular foreign language instruction in the program. This leaves the teacher's oral use of English as the most likely source. Several implications for L2 acquisition theory and teaching practice are discussed.

The research aimed to point out the effective use of ICT in foreign language teaching and learning by engineers. The problem with the evaluation of students during their studies or at the end of the academic year arose when the Technical University of Košice was forced to switch to a distance form of education. The experiment took place in the winter semester of 2021/2022 within the compulsory English Language in Technical Practice course. Mixed methods were used to compare the results of e-tests within the four study programmes - Automotive Production Technologies, Computer-Aided Manufacturing Technologies, Industrial Management and Intelligent Technologies in Industry. The research employed both qualitative and quantitative approaches. The research design involved collecting data using online tests completed by students and sent to the teacher. A quantitative method was conducted to evaluate the students’ online tests. The qualitative research method allowed for the analysis and interpretation of data from the experimental testing. Based on the results of the study, it was concluded that different types of Moodle tasks can be successfully applied to e-testing as part of English course assessment at the university level. The study aimed to determine the level of language skills of the 80 first-year engineering students at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice who participated in the experiment. The university-wide learning management system, the Moodle platform, was used during the study and in the final online tests. The results of the e-tests revealed the level of language skills, and teachers were able to identify the weaknesses and strengths in teaching professional study material. The hypothesis concerning language skills was confirmed. The best evaluation was achieved by 43 students (53.8%) in reading professional texts with understanding, and only 21 students (26.3%) were successful in grammar. It was emphasized that reading comprehension is an integral and inseparable part of the teaching process at the Technical University. The correct understanding of the professional text has a huge benefit and significance in their practice and future professions.

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

It is proved that the fundamental purpose of teaching a foreign language is the formation of a foreign language communicative competence, that is, the ability to communicate with representatives of a foreign language culture, within which it is necessary to activate the main types of foreign language speech activity: speaking, listening, reading, writing. It is proved that the development of foreign language communicative competence is impossible without addressing the peculiarities of foreign culture. The experience of teaching foreign languages shows that it is often difficult for students to formulate an integral, logical and complete statement on their own due to the difference in cultural differences at the verbal and non-verbal levels of communication. The main difficulties are related to the fact that comprehensive knowledge of a foreign language is necessary for the implementation of foreign language communication, the formation of which is becoming particularly relevant in the conditions of modern education. In connection with the above, the question of finding an effective methodology for the development of foreign language communicative competence is raised. It is assumed that the project method allows you to build the learning process in such a way that students will be placed in conditions as close as possible to the conditions of real communication, which, in turn, will contribute to immersion in the specifics of someone else's culture. In addition, the project method allows solving the problem of the formation of an educational motive, since the mentioned method implements the principles of personality-oriented learning, according to which students can choose the topic of a lesson in a foreign language that will correspond to the sphere of their interests.

In order to enhance the effectiveness of military training, military education authorities are very interested in the use of virtual reality (VR), which is the core technology of the 4th industrial revolution. The purpose of this paper is to analyze effects of the army’s VR-based military training. For this purpose, we draw evaluation factors of AHP through related literature and Delphi technique and divide them into two levels: equipment effects and learning effects. The sub-factors of each factors consist that equipment effects are reality, safety, and availability, and learning effects are interest, immersion, and understanding. The questionnaire for evaluation factors was composed of pairwise comparison on 9-point scales. The 14 experts who had experience of teaching the VR-based training participated in a pairwise comparison survey. As a result of this study, the top six factors determined are as follows: interest, reality, immersion, understanding, availability, and safety. The VR-based training showed higher values in term of Interest (6.3), reality (5.2), immersion (3.5), and understanding (3.1) than existing training method of video contents (VC)-based training. On the other hand, availability (0.9) and safety (0.9) were lower. It is expected that the result of this study will be used as the basic data for the military’s VR-based training policy in the future.

As the most important carrier of education and teaching, the quality of classroom teaching directly affects the quality of formal school education. Traditional classroom teaching evaluation is usually based on expert experience, which can only give sporadic and one-sided evaluation results, and it is difficult for teachers to obtain systematic and operational improvement schemes, which has caused great obstacles to teachers’ sustainable development. Based on the concept of teachers’ sustainable development and Flanders Interactive Analysis System (FIAS), this study evaluates classroom teaching from two aspects: formative evaluation and summative evaluation. From the perspective of formative evaluation, a quantitative comprehensive analysis framework of classroom teaching language is constructed from two aspects of matrix analysis and dynamic curve analysis. The matrix analysis makes an in-depth analysis of classroom teaching from five aspects: classroom teaching structure, teaching style, classroom atmosphere, variable analysis, and question innovation degree. The dynamic curve of the classroom is analyzed from three aspects: teacher talk, student talk, as well as silence and confusion. From the perspective of summative evaluation, this paper combines the projection pursuit of entropy (PPE) model to form a class teaching grade evaluation model. On the basis of the above model, this study selects 5 + 5 (five expert teachers and five novice teachers) lessons that have heterogeneous forms for the same subject with Chinese high school math teachers as the research objects. Based on this framework, the verbal information of classroom teaching is encoded and a thorough analysis is carried on from the perspective of formative assessment, while at the same time, the level of classroom teaching evaluation is given from the perspective of formative evaluation. The results show that expert teachers use indirect discourse more, they also pay more attention to blank space and have a more harmonious classroom atmosphere as well as ask more innovative questions compared to novice teachers. Under the PPE model, expert teachers have higher scores than novice teachers. This study provides a systematic and comprehensive analysis scheme for the comprehensive evaluation of classroom teaching, which not only provides comprehensive and operational information for teachers to improve their classroom teaching, but also guarantees the sustainable development of teachers’ specialization, and provides a solution for the summative evaluation of classroom teaching.

One of the methods of problem learning is the case method. It consists in the fact that students are invited to study a specific problem and are invited to discuss and identify ways to solve it. The case method was originally developed for the training of lawyers and economists, and relatively recently began to be used in foreign language teaching. We briefly review the history of the development of the case method, analyze and summarize research on the organization of project work of students on the basis of modern pedagogical and information-communication technologies, and on the basis of this analysis, stages and detailed steps for using the case method are proposed in teaching students foreign language intercultural communication. There are three such stages: organizational, procedural and evaluative. Within each of the stages, several steps are proposed: 1) immersion in project activities based on the case method; 2) discussion of information security issues; 3) acquaintance with the materials of the case; 4) discussion of case materials; 5) search and study of additional sources for describing the problem and ways to solve it; 6) dis-cussion of case materials and development of a decision on it; 7) presentation of the solution for the case; 8) self-assessment of students and assessment of their teamwork on the case; 9) reflec-tion. We describe in detail the functions of the teacher and students at each stage.

<p><em>The term “bilingual education” can be described as a concept of educational research, based on its literal meaning, it usually refers to any educational program that involves two languages in the progress of teaching and learning. In modern society, bilingual education becomes increasingly popular, and has been widely used for the purpose of early education in many countries. This essay evaluates different types of bilingual education (early immersion, two-way language education, maintenance education) by analysing their strengths and limitations mainly in aspects of first language and second language development. From the systematic overview on the three most well-known forms of bilingual education, the author finds that all of them have influence on improving language skills and academic skills in a rolling basis while generally have no negative impacts on their growing process.</em></p>

Considering the constant changes that take place in the modern world and, consequently, the psychological characteristics of the learning generation, there is a need to analyze and improve methods of teaching English. Analysis of the theoretical basis of the traditional and modern approaches and methods at different stages of language learning and the author’s own experience allows for optimizing knowledge and teaching practice to create the most effective conditions for foreign language learning. The theoretical foundations of methodologists and scientists (S. Thornby, J. Richards and T. Rogers, M. Reno, and J. Will), who studied both “forgotten” and modern methods widely used to teach students today, are analyzed. Therefore, the main attention was paid to the latest methods of teaching a foreign language and their application in our own practice to test their effectiveness. The methodological basis and application of combined methods in classes with students (immersion, project method, task-based method, and inquiry-based method), led to the conclusion that the rational and situational use of appropriate and acceptable methods in English classes requires creative teaching approach. Whereas pedagogy and methodology are sciences and arts simultaneously, the flexibility in choosing the proper methods for specific situations gives the highest efficiency and effectiveness in teaching and learning English and motivates students.

How to evaluate the teaching quality of foreign language teachers objectively and quantitatively is one of the important directions of teaching evaluation institutions and teaching and research personnel. To solve this problem, this article proposes a foreign language teaching quality evaluation system based on the integration of spatiotemporal features. Given the behavior characteristics of multiperson interaction in class, a framework-based spatiotemporal modeling method is presented in this article. Spatiotemporal modeling features are input into generalized graph convolution for feature learning. The interaction information between skeletons is designed to capture the extra interaction information to increase the accuracy of action recognition. The experimental results show that the proposed method has higher accuracy and can be applied to the evaluation of foreign language teaching quality.

"C Programming Design" is an important professional basic course for students to opens the door to the intelligent world in the future. The teaching case takes the teaching process of "Understanding C Programming" as the carrier, designs a modern digital technology teaching case based on the OBE idea with the students as the center and the whole process of academic evaluation as the link. The design of the teaching case integrates online and offline teaching, builds a new five-in-one teaching system integrating education idea, teaching goal, teaching resource, teaching method and teaching evaluation, so as to achieve the goal of improving teaching efficiency and talent development quality. Finally, the implementation effect of the teaching case and the problems existed are analyzed, and the continuous improvement measures are proposed.

Objective. In real communication, the context is complex and changeable and the color and meaning of some words will wander in the context. The development and changes of words are more complex and multidimensional than before. Compared with the rational meaning of words, the color meaning of words can better reflect the psychological mode and way of thinking of the Han nationality but it is difficult for foreign learners to accurately grasp and misunderstandings often occur. In order to solve this problem, it is necessary to summarize and explain the words whose color meanings are easily shifted, so as to help the students accurately grasp the color meanings of the words and better help Chinese learners to realize the communicative function of the language. Method. This paper takes the scope of emotional words as the starting point and proposes that emotional words are words with emotional colors. The four aspects of whether words belong to emotional words define the concept of emotional words and introduce the specific methods of judging and extracting emotional words from the two aspects of dictionary definition and word collocation. This paper takes foreign students whose native language is English as the research object, through questionnaire survey and corpus analysis, to investigate the use of foreign students’ emotional colors and to explore the influence of native language factors on emotional color acquisition. Based on the research of modern Chinese ontology and the existing research results in the field of teaching Chinese as a foreign language, this paper takes the theory of interlanguage and transfer theory as the theoretical basis and mainly uses the methods of comparative analysis and error analysis to try to find out the relationship between emotional color teaching and acquisition. Results/Discussion. The basic pattern and quantity distribution of lexical emotion correction for beginners, intermediate, and advanced learners of Chinese as a second language were analyzed, and the restrictive factors and characteristics were explained. Similarities and differences and the rationale behind them were explored. In the process of international Chinese teaching, teachers mostly pay attention to the rational meaning of words, while ignoring the teaching of the emotional meaning of words. The lack of vocabulary emotion and meaning teaching is prone to errors in students’ understanding and use. With the increase of the vocabulary of intermediate and advanced learners, many words with similar colors and meanings appear, which brings a lot of difficulties for students to distinguish between synonyms. If the use of words with emotional meanings is not accurate, it is easy to cause communication barriers.

Japanese history course is one of the primary supporting knowledge for Japanese language and culture learners to understand Japan as a whole. Therefore, the Japanese Language and Culture department at Darma Persada University, providing a Nihon no Rekishi (Japan History) lecture using Japanese language textbooks of Japan History. However, based on the results of the evaluation using a questionnaire, Japanese language modules that our campus had now does not give a positive impact on student understanding. Based on this, our goal is to make Japanese History module with developing lecture materials. The development of teaching materials in the form of this module is a Research and Development (R&D) research, based on the ADDIE (Analyse, Design, Development, Implementation, Evaluation) method. First, the results of the analyse phase is improvement needed in order to be able to present knowledge that is not only useful and actual but also encourages students to think critically about Japan history. Second, the results at the design stage, a teaching module is prepared, which contains balanced explanations with pictures or mini videos. They can question about pictures or figures or events that have multiple perspectives for discussed with teacher in lectures. Third, in the development stage, based on the results of analysing and design stages with consultations from leading universities in Japan experts found that at the development stage, have the results that the implementation and evaluation contents of the module are a simplification of reference literature materials, and provide several perspectives on figures and events in Japanese history.

CELLO is derived from Community English Language Learning and Orai. It is a new teaching method developed especially in the community of English language learning based on the idea of Curran�s work on teaching method. CELLO is a combination between an innovative teaching method and media technology called Orai Application that is applied in teaching and learning of speaking especially in fostering students� fluency. Today, all graduates face a world transformed by technology, in which the Internet, cloud computing, and social media create different opportunities and challenges for formal education systems. This paper aims to explore the use of CELLO in assisting student�s speaking fluency. This classroom action research consists of three cycles in which each cycle consists of six stages, namely identify the problem, data gathering, data interpreting, action on evidence, evaluation, and revision. The obtained data showed that CELLO method could improve students� speaking fluency. �Based on the finding, implementing CELLO method is strongly recommended in teaching speaking especially at fostering students� speaking fluency.Keywords: CELLO; speaking fluency; technology 4.0; industrial revolution; action research.

The music teaching is an integral part of college student quality education. However, many colleges do not pay attention to the music teaching. In addition, different regions of the colleges have a different attitude to the music teaching. Therefore, it is important to evaluate the music education. The fuzzy evaluation method is an important part in the evaluation methods. The method can apply the fuzzy language to evaluate the target. Therefore, the evaluated results of the method are more practical. In this paper, we combine the fuzzy analytic hierarchy process, AHP method with the Gray correlation method and put forward the TFAHPGC method. Then, we use the method to evaluate the music teaching in different regions of the colleges in China. The final experimental results show that the method is very effective.

This paper provides a comprehensive explanation of the theoretical foundations of multimodal discourse analysis theory as applied to speaking instructional design. The specific application of multimodal theory in the teaching of elementary English speaking classrooms is explored through the teaching design of elementary English speaking classrooms, the teaching implementation of multimodal teaching design is carried out, and the effect of the teaching practice of elementary English speaking guided by multimodal discourse analysis theory is comprehensively evaluated through classroom observation method, questionnaire survey method, and interview method, combined with the teaching evaluation and teaching implementation effect, which is the multimodal teaching design. The paper also summarizes the findings and shortcomings of the study. Through the teaching design and implementation, the advantages of multimodal teaching are obvious; it can combine with modern advanced teaching techniques to create more realistic communicative situations in the classroom, gather and present various modal resources and information, and ensure rich and diverse language input; students can receive various sensory stimuli in the classroom, deepen their memory and experience of language, increase the interest of classroom teaching, and improve students’ participation. It also increases the interest of the classroom and enhances students’ participation and motivation. Based on multimodal theory, the author designed a multimodal teaching framework for a semester-long speaking course in the speaking classroom for reference. The fuzzy measures were constructed based on subsets of language segments containing 10 phonemes belonging to the same HDP set. Finally, linguistic scores are given by the Surgeon integral model based on the plausibility of the system and the fuzzy measures. The experimental results based on Sphinx-4 show that the evaluation model yields plausible and stable evaluation results for the 3 test sets at an average correct recognition rate of 84.7% of phonemes.

Islamic contents and English were taught at Islamic Boarding School (IBS) Haramain Nahdlatul Wathan (NW) Narmada. English is taught as a general subject and compulsory subject as well. An English community (Language Asrama) is established by Kiai. It is aimed at practicing speaking English and exercising public speaking skills. IBS Haramain NW Narmada includes one of the IBSs in Indonesia in which it reflected Islamic values, cultures, and indoctrination in its teaching and learning. The pieces of evidence showed that this institution taught English for students (Santri) as a tool to gain global information around the world. Dealing with the ELT classrooms, IBS Haramian NW Narmada employed some learning strategies reflecting Islamic cultures and values such as syawir, Lalar, Hafal (memorizing), and Setoran (deposit). The strong emphasis on Arabic and English in daily communication addresses the immersion language program. It is a method applied to teach foreign languages. Based on the application, the IBS Haramain NW Narmada applied a total immersion program, in which Arabic and English are the target languages.

<p>Teaching Arabic in Indonesia continues to develop over time. This development can be seen through the establishment of institutes, schools, universities and institutions specialized in teaching Arabic. Therefore, to run and develop learning Arabic language requires good management. The objectives of this research are to describe the planning, implementation, and evaluation of the Department of Arabic Language Education at the Abdul Rahman Bin Auf Institute, Muhammadiyah Malang University. The methodology of this research is the qualitative approach in the case study method. Method of data collection through interviews, observation and documentation. Research topics were chosen using targeted sampling. The results of this research are that the Department of Arabic Language Teaching at Abdul Rahman bin Auf Malan Institute has been fulfilled, which consists of planning, organizing, implementing, and monitoring. From the planning, the researcher obtains: the educational curriculum, writing the teaching plan, teaching materials and student registration, and from the implementation: the teaching plan, the teaching method and the teaching aids, and from the evaluation side: the evaluation process, the test, the success criteria, and the evaluation at the end of the month.</p>

College English is one of the most important basic courses in college education, and classroom evaluation is one of the effective means to improve teaching efficiency. Multidimensional classroom evaluation system, which reflects the characteristics of college English courses, is the premise to standardize the evaluation process and ensure the fair and reasonable evaluation results. Based on NLP (natural language processing) technology and neural network, we use NLP to optimize BPNN (BP neural network) method to construct CETE (college English teaching evaluation) system model, which quantifies the concept of teacher evaluation index as input, makes the data clear, and takes the teaching effect as output. The training results show that the network can fit the training data well, and the prediction effect is remarkable, which indicates that the CETE model based on the BPNN method optimized by NLP is reasonable and feasible.

How to evaluate the teaching quality of Chinese teacher objectively is an important subject of each university. In view of the shortage of classroom teaching quality evaluation, AHP model is introduced to evaluate the quality of TCFL, and an Chinese teaching quality evaluation system is established. Based on the evaluation content and standard of the system, combined with the the principle of AHP and expert investigation method, a judgment matrix is established, and the weight of each index to the total target is calculated. The comprehensive weight of each index and evaluation object score are multiplied, through a series of calculation, the teachers comprehensive scores can be obtained so as to evaluate the teaching quality. The results show that it is very scientific and objective to evaluate Chinese classroom teaching quality by using AHP model, it is a feasible evaluation method and has higher application value.

The article discusses the use of the «Case analysis» method in teaching students a foreign language at higher school. Acquainting the reader with the history and development of this method, the paper provides a detailed comparative analysis of the «Case analysis» and the method of problem analysis taking into consideration the experience of using it in the Russian higher education environment. The article presents the advantages and disadvantages of both methods when teaching a foreign language and provides an execution plan for working with foreign-language material in the context of modular training and the above-mentioned techniques usage — the stages of implementation, a plan diagram, evaluation criteria. The author also emphasizes the necessity of additional training for teachers.

This article reveals the current situation in education, which is characterized by individualization and intensification of educational process. It becomes important for students not just to acquire communicative speaking skills in a foreign language, but to develop their ability to interact with representatives of the international community using a foreign language as a means of communication. The need of adjusting the organization of teaching oral foreign language communication at university and developing new effective educational technologies is emphasized. A comparative analysis of the methods of teaching oral speech (Storytelling and Storyline) is carried out. The analysis is based on the key elements of the educational process the authors identify within these methods: idea, character, demonstration result of students’ activities, and structure. The main differences of these methods are revealed. They are the creation of a character in the form of a paper model, making a collage as an illustration of a story, and drama (incidents and celebration). Special attention is paid to the description of the Storyline method, which is basic in the development of a narrativecommunicative technology. It is impossible to use this method in its original form in the educational process of the university. The main part of the article is devoted to the description of the authorial narrative-communicative educational technology and its didactic potential in teaching a foreign language as a means of intercultural communication. Features of the technology are described, including integrativeness, discursiveness, contextuality, intercultural orientation, elements of communicative situation, sociocultural conditioning, interactivity, and activity. The characteristics of the technology are also considered. The methodology of teaching based on the narrative-communicative technology includes a set of steps that is consistent with the step-by-step realization of students’ cognitive and narrative-communicative activities, which stimulates gradual “immersion” in the foreign-language context by creating and reproducing the narrative. The educational technology the authors developed appears to be an innovative tool of the teacher’s transformative activity that creates favorable conditions for students’ involvement in dynamic communicative activity, a comfortable educational atmosphere, and an increase in students’ motivation. This technology is a way to reconstruct reality, in which students develop their communication and cognitive skills.

The implication of mobile English teaching is that English teachers and students use mobile devices for English teaching and communication at the same time. In order to accurately evaluate language interpretation skills, it is necessary to construct a mobile information system sampling model of the restrictive factors of language interpretation skills. Then, the nonlinear information fusion method is combined with the time series cognition method to make a statistical cognition of language interpretation skills. The parameter of language interpretation skills constraint is a set of nonlinear time series. To this end, this paper studies the language interpretation skills mobile information system, proposes language interpretation skills, and constructs the constraint parameters of the language interpretation skills evaluation and cognition using an indicator cognition model. The quantitative recursive cognition method analyzes the language interpretation ability evaluation model and the entropy feature of language interpretation ability and extracts the constraint feature information. The combination of large-scale data information fusion and K-means clustering algorithms provides indexing and integration of index parameters for language interpreting skills. On this basis, the corresponding allocation scheme of teaching resources is formulated to realize the assessment of language interpretation skills. The experimental results of related big data clustering algorithms show that the English teaching method proposed in this paper is highly effective, and the evaluation accuracy and teaching resource utilization rate have been increased by 5% and 6%, respectively.

Review on the evaluation of English Language Teaching (ELT) materials has been carried out by many researchers. Focusing on the cultural aspect, the review covers the three important participants in a classroom setting - coursebook, instructors and students. The review aims to reveal the evaluation of the culture content on ELT materials, to explore and students’ attitude towards source culture and international culture teaching in English as Foreign Language (EFL) class as well summarize some strategies adopted by teachers in their teaching process to give inspirations to current EFL teaching. After analyzing the objects, methods and findings of Several empirical researches in a bottom-up method, this review found: 1) there is an imbalance of cultural representation in ELT textbooks between target culture, home culture and international culture; 2) students show a positive attitude towards home culture and international culture learning in the learning process; 3) teachers notice the importance to cultivate students’ awareness of their own culture and culture relativism consciously and take measures accordingly in their class.

he method of activating the capabilities of the individual and the team, the method of suggestopedia using technical means, the emotional-semantic method, the immersion method, the course of speech behavior, the method of rhythmopedia and hypnopedia. The possibilities of their application in teaching a foreign language in a non-linguistic university are considered, the main methodological principles of intensive training are revealed. The article analyzes the possibilities of using drama-hermeneutics in the context of the intensification of foreign language teaching in a nonlinguistic university, where the dramatic and hermeneutical concepts have already collected the necessary principles of intensification, united by the pedagogical process into a single whole. The concept of «drama-hermeneutics» is presented as a combination of three principles: pedagogy, hermeneutics and theater skills, where each component provides new opportunities for the implementation of the intensification of the educational process. The intersubject and meta-subject orientation of drama-hermeneutics is noted, which makes it possible to adapt theater tasks and the hermeneutical chain to the conditions of teaching a foreign language in a non-linguistic university. The article highlights the main aspects of the pedagogical component, which are a resource for solving the problem of intensifying the learning process. The importance of using the drama-hermeneutical approach is emphasized, thanks to which students ' cognitive interests are activated, communication skills, emotional sphere, thinking and speech as well as the ability to perform creative and research work in a foreign language in a group are developed. The article describes the positive nature of the use of the drama-hermeneutical approach in foreign language classes at a non-linguistic university, whichis expressed in the integrity of the students ' formed idea of the work to which the lesson is dedicated, thanks to which its image is created and permanently imprinted in the minds of students.

This research aims at investigating the strategies of English language teaching at IAIN Bone. The data were collected through structured interview. The strategy aims to improve language skill, improve knowledge, reaching goals and encourage motivation. It is to promote critical, reflective thinking and evaluation skills that will help students to take positive action to protect, enhance and advocate for their learning. Lecturers use communicative personal and pedagogical capability to work collaboratively with their students in learning activities. The lecturers are hoped to bring and involve the students into a quality of better education. The research is synthesized into top five teaching strategies: apply method based on the material, have clear instruction and method, lead the students to the greater understanding, have adequate knowledge about their individual students, and build a good rapport with students.

In the context of the integration of China’s international economic development, the country has an increasing demand for high-level English professionals. Therefore, schools need to strengthen the teaching of students’ English learning and improve students’ comprehensive English ability. College English listening course is an important course to cultivate students’ English skills. Improving the teaching effect of college English listening course has become an urgent problem in English teaching. With the development of China’s network technology and education reform, a brand-new three-dimensional virtual immersive environment teaching model has emerged. This teaching model is of great help to students in learning English. This paper applies immersion theory to college English listening teaching, using virtual reality technology to create a three-dimensional virtual immersive environment for English listening teaching and using this new environment to promote English listening teaching, stimulate students’ interest in English learning, and improve students’ English. The ability of listening comprehensively improves the efficiency of English listening teaching, thereby making college English listening lessons lively and interesting and rich in information, and helps students have an immersive experience, so as to cultivate students’ interest in learning, form learning motivation, and ultimately achieve the goal of improving their English proficiency. The method proposed in this article organically integrates the teaching, learning, and evaluation of English listening. First of all, it can evaluate the attribute grasping mode and its advantages and disadvantages of groups and individuals in the process of listening and cognition. Relying on the network, it can also provide real-time networked diagnosis reports and targeted guidance. Secondly, teachers can discover the characteristics and needs of individuals and groups based on the diagnosis results, adjust and optimize their own teaching methods, and truly teach students in accordance with their aptitude. More importantly, students can find problems through self-diagnosis and obtain effective guidance and intervention, which finally help them to move towards autonomous learning. This is also the ultimate goal of modern English education. From this perspective, this research also helps to open up new directions for future English research.

With the development of computer science and technology and the advancement of language teaching and learning methods, computer-assisted language learning technology has made it possible to solve this problem. In the area of oral learning, some computer-assisted language learning systems at home and abroad mainly focus on the learning of words and grammar and only have one or two evaluation indicators as the basis of evaluation, which have certain functional defects and can only give an overall rating to learners’ pronunciation. To address these problems, this paper takes the English speech of Chinese college students as the research object and improves the traditional computerized English pronunciation quality evaluation method by considering multiplicative evaluation indexes, such as pitch, speed, rhythm, and intonation; i.e., pitch evaluation is based on frequency central feature parameters, speech speed evaluation based on speech duration, rhythm evaluation. The method of pitch, speed, rhythm, and intonation evaluation has been experimentally verified to be reliable. Furthermore, considering the weight of the above multiplicative evaluation indexes.

Folklore is a medium in learning English because it has a context of stories that are close to language learners to make it easier to understand. This study aims to determine and correct errors in learning English based on folklore. The method used in this research is English Language learning using a descriptive and evaluation method. researchers use descriptive and evaluative methods. In the use of descriptive methods, the research process begins with drafting basic assumptions and thought rules to be used in research. In the evaluative method, the process of using this method is to evaluate the teaching materials in the use of folklore. The results obtained from this study are knowing weaknesses and errors in learning, especially writing, reading, and speaking to 20 students. Researchers also provide guidance to correct errors in writing, reading and speaking. Keywords: English Language Teaching (ELT), Folklore, Research and Development.

<p>The increasing number of road accidents and deaths among children in Malaysia is a concern. One of the main causes stems from lack of knowledge and skills in dealing with the complexity and condition of the road system. Recognizing the significance of road safety among students, road safety education has been introduced to primary schoolsby the Ministry of Education in 2008. Initially it was blended into the Malay language subject with the goal to equip the children withthe knowledge and skills about road safety.However, road safety teaching and learning still uses the conventional methods without the use of specialized tools. This paper introduces ROSE courseware, a specialized learning tool developed to meet the needs of the Malaysian primary school curriculum for road safety education. Its learning environment is a blend of virtual reality, augmented reality and interactive multimedia, which enables children to understand and acquire skills related to road safety through interactive, real-time and immersive learning tool. In order to receive the children’s feedbacks pertaining to their experience in interacting with the ROSE courseware, a usability evaluation was conducted. The results show that the children strongly agreed on the usefulness, information quality and interface quality of the ROSE courseware.<strong></strong></p>

This study aims to identify and analyze the availability of a collection of compulsory subject teaching materials in the Library Science study program at UIN Imam Bonjol Padang. This quantitative research uses the checklist method. The research data was obtained from the RPKS/Syllabus reading list for compulsory subjects and interviews. The results of this study include an explanation of the collection based on the type of subject of the collection, the language of the collection, and the percentage of the availability of the collection to the needs of Lecturers at the Faculty of Adab and Humanities UIN Imam Bonjol. The results of this study indicate that the types of collections used in the 2018/2021 Academic Year are 75% of English Language Textbooks and Special Guidelines related to Library Science, especially in Processing Collections both Internationally and from the National Library. Data analysis shows that the number of reading lists of 20 compulsory subjects in the study program is 172 titles, with an average of 1-2 copies originating from purchases and gifts if more than 10 copies. Document data analysis resulted in the number of available reading lists in 20 courses, with the number of available collections being 37.2% and not available as much as 62.7%.

This paper presents an in-depth study and evaluation analysis of the effects of the computer-assisted language teaching method on foreign language learning through its application. Using an empirical research approach, a practical study of computer-assisted English language teaching was conducted to verify the effects of CALL on oral language learning. In exploring the effects of CALL on students’ oral learning, including the effects on fluency, accuracy, and complexity of oral expressions, as well as the effects on learning attitudes, CALL is conducive to improving the fluency of oral expressions, reducing the number of pauses and repetitions in oral expressions, and enabling students to consciously use articulation words to facilitate smooth expressions. CALL is good for improving the accuracy of students’ speech, but it does not play a significant role in grammatical accuracy, and the grammatical errors are mainly in the third person singular of verbs, singular and plural of nouns, and passive voice. The use of CALL in teaching oral expressions does not improve the variety of sentences. However, the application of CALL in oral teaching stimulates students’ enthusiasm for learning, improves their interest in learning spoken English, and increases their confidence in oral expression.

In colleges and universities, teaching quality evaluation is an integral part of the teaching management process. Many factors influence it, and the relationship between its evaluation index and instructional quality is complicated, abstract, and nonlinear. However, existing evaluation methods and models have flaws such as excessive subjectivity and randomness, difficulty determining the weight of indicators, easy over-fitting, slow convergence speed, and limited computing power, to name a few. Furthermore, the evaluation index system focuses primarily on teaching attitude, material, and methods, rarely taking into account preparation prior to teaching or the teaching situation throughout the teaching process, resulting in an incomplete evaluation. As a result, learning how to construct a model for objectively, truly, thoroughly, and accurately assessing the teaching quality of colleges and universities is beneficial not only to improving teaching quality but also to promoting scientific decision-making in education. This paper develops a teaching assessment model using a deep convolutional neural network and the weighted Naive Bayes algorithm. Based on the degree of influence of different characteristics on the assessment outcomes, a method to estimate the weight of each evaluation characteristic by employing the related probability of class attributes is proposed, and the corresponding weight is assigned for each evaluation index, resulting in a classification model ideal for teaching assessment that promotes standardization and intelligibility.