Learning effectiveness based on fuzzy comprehensive evaluation in English teaching

Abstract

In the context of English teaching becoming increasingly important but facing many evaluation difficulties, this study is committed to exploring a more accurate way to evaluate learning outcomes. 200 students were selected from a high school and randomly divided into an experimental group and a control group for the experiment. The experimental group used an innovative fuzzy comprehensive evaluation model, which constructed an evaluation index system covering multiple dimensions such as grammatical knowledge, oral expression, and cultural awareness, and determined the weight of each index by analytic hierarchy process; the control group used traditional evaluation methods. The experimental results showed that in the overall English learning performance evaluation, the proportion of excellent and good students in the experimental group reached 75%, which was much higher than the 45% of the control group and the 35% of the baseline. In terms of grammatical knowledge mastery, the proportion of students with more than 90 points in the experimental group was 25%, while that in the control group was only 10%. Oral expression, cultural awareness and other dimensions also showed similar advantages. This shows that the fuzzy comprehensive evaluation model can significantly improve the accuracy and comprehensiveness of English teaching evaluation, and provide strong support for optimizing English teaching.