Abstract
Higher vocational English classrooms usually have problems such as low student participation and lack of personalization of assessments, which make students' learning inefficient and artificial intelligence technology is considered to have the potential to improve these problems. This article adopts artificial intelligence technology to improve the effectiveness of classroom interaction and learning evaluation. Through the introduction of an artificial intelligence-based learning evaluation system, student participation has been significantly improved and classroom interaction has become more active. The personalized learning evaluation and real-time monitoring system enable students to obtain personalized learning feedback and support, which improves learning effectiveness and performance. In addition, through the automated evaluation process, the evaluation results are more objective and accurate, providing teachers with targeted teaching references. The results of this article show that the recall rate of the system is 6 times. The data is: 83%, 92%, 93%, 93%, 85%, 89%. The improved higher vocational English classroom interaction and learning assessment can effectively enhance students' participation and learning effect, and provide better support and guidance for teaching.
References
Hoang, N. T., & Le, D. H. (2021). Vocational English teachers’ challenges in shifting towards virtual classroom teaching. Asia CALL Online Journal, 12 (3), 58-73.
Irwansyah, R., & Izzati, M. (2021). Implementing Quizizz as game-based learning and assessment in the English classroom. TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), 3 (1), 13-18.
Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers' Beliefs and Practices. Journal of English Teaching, 6 (2), 122-133.
Pan, Y. C. (2020). Taiwan University Students' Perceptions of Summative and Formative Classroom Assessment in English Courses. TESOL International Journal, 15 (2), 46-64.
Putri, S. A., Melvina, M., & Ikhsan, M. K. (2023). Vocational high-school teachers’ perceptions of media used in EFL classroom. English Teaching and Linguistics Journal (ETLiJ), 4 (1), 67-74.
Rahmiani, N., & Marwandi, M. (2022). Teaching English through a bilingual learning ecosystem in the secondary vocational school of industrial technology. Journal of Applied Studies in Language, 6 (2), 167-178.
Rido, A. (2020). "Why do they act the way they do?": Pedagogical practices of experienced vocational English language teachers in Indonesia. International Journal of Language Education, 4 (1), 24-37.
Sun L. (2021). Exploration on the construction method of the university English classroom teaching evaluation system in the era of big data. Journal of Hubei Open Vocational College, 34 (11): 164-165.
Tan F. (2021). Implementation of classroom formative assessment in university English teaching. Journal of Inner Mongolia University of Finance and Economics, 19 (3): 82-85.
Wang, S. (2021). Application of hybrid teaching in English for nursing in higher vocational colleges. Education Reform and Development, 3 (2), 61-64.
Wu, Z., & Chiang, F. K. (2023). Effectiveness of keyboard-based English vocabulary practice application on vocational school students. Interactive Learning Environments, 31 (5), 3230-3243.
Yang S, Li R. (2021). Research on the construction of a model for the evaluation of the quality of English classroom teaching in universities in the digital age. Journal of Xi'an Foreign Studies University, 29 (4): 78-81.