mobile terminal system of intelligent college english

Research ArticleMobile Terminal System of Intelligent College English Teachingand Training Mode

Jingwei Zhang1 and Hongzhen Feng 2

1School of International Studies University of Science and Technology Liaoning Anshan 114000 Liaoning China2College of Art and English Baoding University of Technology Baoding 071000 Hebei China

Correspondence should be addressed to Hongzhen Feng 2009010432stbtbueducn

Received 15 July 2021 Revised 14 August 2021 Accepted 23 August 2021 Published 11 September 2021

Academic Editor Sang-Bing Tsai

Copyright copy 2021 Jingwei Zhang and Hongzhen Feng is is an open access article distributed under the Creative CommonsAttribution License which permits unrestricted use distribution and reproduction in anymedium provided the original work isproperly cited

With the increasing maturity and wide application of wireless mobile communication technology and 4G networks the use ofmobile smart terminals has been popularized and has become an indispensable thing for people to live study and entertainTaking college English course as an example this paper aims to study the mobile terminal system of intelligent college Englishteaching and training mode Based on the introduction of the concept architecture characteristics of WAP technology and thedevelopment tools of WAP application software that need to be used in the teaching mode of the mobile terminal system thisarticle tentatively constructs a teaching mode of the mobile terminal system e model is described the collaborative filteringalgorithm is proposed and how to construct the matrix and calculate the similarity with the collaborative filtering algorithm isdiscussed In order to verify the effectiveness of the system model a test level comparison and a questionnaire survey of theteaching model were carried oute experimental results of this article show that 918 of students said that their comprehensiveEnglish level has been improved in the process of applying the mobile terminal system teaching mode In addition 875 of thestudents said that it is necessary or basically necessary to use English for professional teaching and 762 of the students are verysatisfied and basically satisfied with this model

1 Introduction

In the context of economic globalization and the inter-nationalization of higher education college studentsrsquo de-mand for professional English and academic English hasincreased and the societyrsquos requirements for college stu-dentsrsquo professional English skills have also increased cor-respondingly On the one hand academic exchangesbetween domestic and foreign academic organizations havebecome more frequent educational dialogues and coop-eration between educational organizations have becomenormal and academic communication between academicinstitutions has also continued to increase On the otherhand after the researchers have mastered the internationallanguage with the help of simple Internet tools they canget new information and research materials in time withoutleaving home erefore the research horizon of any

professional field is expanding to a wider world andprofessional English knowledge has become an importantpart of the process of broadening the horizon Based onsuch an international and domestic environment the so-ciety and workplace requirements for college graduatesrsquoEnglish proficiency are no longer limited to daily com-munication skills and college English CET4 or CET6certificates but they are beginning to consider whether theyhave the ability to use English for their professional workand the ability to learn However in recent years Chinesestudents are dissatisfied with the impact of college Englishteaching which reflects many problems in college Englishteaching today After entering the workplace graduateshave difficulties in reading English materials due to the lackof professional English knowledge and it is also difficult touse English for professional work Chinarsquos neighbor Japanbegan to offer courses taught in English at the middle

HindawiMobile Information SystemsVolume 2021 Article ID 4449814 9 pageshttpsdoiorg10115520214449814

school level In order to adapt to the trend of interna-tionalization of higher education and attract foreign stu-dents some key universities in China have set up all Englishprofessional courses in recent years However how tointegrate the domestic freshmen into the all English pro-fessional courses has become a serious problem in collegeEnglish teaching

At present under the influence of national policyrequirements and social needs colleges and universitieshave indeed made a series of adjustments to collegeEnglish courses and teaching models However due tothe lack of suitable teachers teaching materials and weakimplementation many professional English courses aremere formalities or the teaching effect is not good Inaddition under the surviving influence of the traditionalEnglish teaching model the long-term development ofstudentsrsquolistening speaking reading and writing skills isuneven which also hinders the improvement of collegestudentsrsquo English proficiency As a result Englishteaching in higher education has emerged in such asituation that the traditional teaching model is stillcriticized and new teaching attempts have failed toachieve the expected results erefore on the one handthe research purpose of this topic is to use the relevanttheories of mobile terminal systems to propose an op-timized model of college English teaching so that theprofessional knowledge and English skills of collegestudents can be truly combined so as to effectivelyimprove the academic English level of college studentsLet English return to its essential attributes and letstudents ldquolearn for what they userdquo On the other handthrough the mobile terminal system the English inputability (listening and reading) and output ability(speaking and writing) are embedded in the professionalcourses and English skills courses respectively and thevarious English skills are tentatively trained separately topromote the balanced development of studentsrsquo Englishskills

e continuous updation of computers and globaltechnology has provided the original impetus for therevolution and development of college English teachingHow to deal with the teaching methods through thecomputer network and establish a diversified interactiveteaching system for college English courses is a seriousproblem Zhao and Zhao combined the characteristics ofcollege English teaching to explore the college Englishteaching model and the teaching method of multipleinteractive networks In addition they also reviewed theevidence based on independent learning theory andseveral learning models analyzed the relationship be-tween the advantages of computer network teaching andthe learning ability of students and improved the ef-fectiveness of practical teaching and computer networkteaching However the research only verified the effect ofthe new teaching model on improving studentsrsquo self-learning ability and did not conduct a comprehensiveanalysis [1] Based on online learning resources andMOOC Yu et al proposed an improved innovationmodel of college English teaching Multimedia learning

platform and online learning resources have changed thetraditional English teaching mode which is more ac-cepted by students e disadvantage is that this researchshould also take full account of teachersrsquo teachingmethods in order to improve teaching effects [2] Huangstudied the multimedia teaching model of college Englishbased on the computer platform and discussed the in-evitable trend of using computer networks and multi-media tools to cultivate students English proficiency inthe reform of college English teaching Secondly heintroduced a foreign language teaching model based onBS architecture and computer network which providesa good reference for similar institutions in computer-assisted teaching [3]

e innovations of this article are as follows (1) edefinitions and connotations of several different practicemodes established through mobile terminal systems arecompared to distinguish the characteristics and advantagesof the mobile terminal systems to be discussed in this topic(2) In the research process of the case the experimentalstatistical method and questionnaire survey method aremainly used before and after the test then the data areobtained from it and the data are analyzed so as to clarifythe effectiveness of the mobile terminal system in the collegeEnglish teaching model and the attitude of college studentsto this model

2 Research Method of Mobile TerminalSystem of Intelligent College EnglishTeaching and Training Mode

21 Introduction to WAP

211 e Architecture of WAP WAP has continued to usethe WEB architecture and in order to adapt to the char-acteristics of the wireless application development envi-ronment the WEB architecture has been optimized andexpanded so that the funds equipment human resourcesand other resources currently invested in the WEB cancontinue to be retained and used [4 5] In order to betterunderstand the architecture of WAP you can first under-stand the working mode and principle of the WEB server inthe WEB architecture e working principle of the WEBserver is shown in Figure 1

Figure 1 shows that the client sends a request to theWEBserver specified by the URL e WEB server returns therelevant content to the client according to the requestprocedure and both respond according to HTTP (HypertextTransfer Protocol) [6] when sending a URL (UniformResource Locator) request starting with HTTP the WEBserver-side program may be a CGI (Common GatewayInterface) program or a static web page or a Servlet or otherserver program so that the client can see the returnedcontent on the browser [7 8]

e WAP network architecture is composed of threeparts namelyWAP gatewayWAPmobile phone andWAPcontent server and these three aspects are indispensable[9 10] Among them the WAP gateway must act as the roleof converting the HTTP protocol and the WAP protocol

2 Mobile Information Systems

WAP gateways are mostly set up by telecom bureaus or ISPse WAP content server stores a large amount of data forWAP mobile users to access browse etc e current WEBwebsite is established on the basis of HTML language WAPwebsite is based on WML (Wireless Markup Language)language and WML language actually follows the currentXML (Extensible Markup Language) technology [11] earchitecture of the WAP application is shown in Figure 2

212 Development Tools for WAP Application SoftwareWhen developing WAP application software the mobilephone model development environment will be used [12]e so-called mobile phone model development environ-ment is the use of various simulators in ordinary computersto simulate the real mobile phone environment to promotethe development of current WAP application software emost popular simulators are Nokia Toolkit 1213 EricssonWAP IDE4 and UPSDK40 [13 14]

213 Features of WAP Technology

(i) WAP is a protocol used in wireless environments[14] e wireless environment is very differentfrom the wired IT environment e WAP speci-fication is based on current Internet standards andnew Internet-based protocols and due to the lim-itations of wireless networks WAP allows equip-ment vendors to use [15ndash17] e wireless protocolwill suit the attributes of existing and future wirelessnetwork equipment so WAP has become theworldrsquos international standard [18]

(ii) WAP is similar to conventional Internet protocolsin many cases e core part of WAP is Internet-based [19] so it is easy to compare these two partsMobile phones that support the WAP protocolcannot directly interpret HTML pages on the In-ternet But they can interpret the page data filteredand converted by a dedicated server

(iii) A WAP compatible mobile browser is comparableto standard WEB browsers Users can browse theweb services specified by the operator through amicrobrowser e end user first selects a businessand the business starts to download the card deck tothe mobile phone then the user can browse backand forth between the cards make selections andenter information and finally the selected work canbe performed e browsed information can be

cached for later use [20 21] In terms of security theWireless Transport Layer (WTLS) provides pro-tection for data integrity confidentiality authenti-cation and denial of service

(iv) WAP is an open and comprehensive technologyplatform It strikes a balance between existingtechnology and different development experience[22]

(v) e WAP protocol can be widely used in GSMCDMA TDMA 3G and other networks In otherwords WAP services do not depend on a specificnetwork [23 24]

22 Mobile Learning Model Suppose the mobile learningmodel is a four-tuple as follows

L S T R A (1)

where S stands for mobile learning users T stands for mobilelearning services R stands formobile learning resources andA stands for student learning activities

e mobile learning user is a collection of students andthe user layer of mobile learning [25] denoted as

S s1 s2 sn1113864 1113865 (2)

where s1 stands for mobile learning student usersMobile learning services include mobile learning ter-

minal equipment service interface and network Network isthe support layer of mobile learning service [26ndash28] referredto as

T m w k (3)

wherem represents universal terminal equipment includingmobile phones and iPad w represents learning networkincluding wired network mobile network and wirelessnetwork and k represents mobile learning resource acqui-sition interface through whichmobile learning resources areobtained including homework and exams study plansmicroclasses exercises hunting questions and otherlearning resources

Mobile learning resources are a collection of resourcesfor students to learn [29] referred to as

R d h q e f g1113864 1113865 (4)

where d represents the learning resources of the guide planand microlecture h represents the learning resources ofhomework and examination q represents the learning

WAP mobilephone users

UserBrowser

WAP gateway

Codec

Origin server

CGIscreenplay

Content

Request Request

Response Response

WAPprotocol

HTTPprotocol

Figure 2 Architecture of WAP application

Client

WEBBrowser

Web Server

CGI Scripts

Content

Request

Response

Figure 1 e working principle of the WEB server

Mobile Information Systems 3

resources of hunting questions e represents the learningresources of independent practice f represents the recom-mended learning resources and g represents the notificationannouncement resources

Student learning activities represent the interactionbetween users and learning resources and learning methods[30] referred to as

A P V (5)

where P represents the interaction between students andlearning resources and V represents the learning methodsthat students can take

e interaction between students and learning resourcesrepresents a collection of student learning interactionsreferred to as

P p1 p2 p3 p4 p5 p6 p7 p81113864 1113865 (6)

where p1 represents collection of learning resources p2represents like learning resources p3 represents learningresource marks p4 represents learning resource answers p5represents learning resource sharing p6 represents learningresource challenges p7 represents learning resourceguessing questions and p8 means any learning resources

Learning methods represent the collection of learningmethods that students can take which can be written as

V v1 v2 v31113864 1113865 (7)

where v1 represents noninteractive learning methodwhich is a learning method that only needs to play andwatch resources (this method includes document readingvideo viewing audio listening and picture browsing) v2represents interactive learning method for objectivequestions which is an interactive learning method forsingle-choice multi-choice fill-in-the-blank and judgethe four objectivity issues in interactive resources (thismethod is a way to choose among the given answers) andv3 represents interactive learning method for subjectivequestions which is an interactive learning method forsubjective questions such as short answer calculation andfilling in the blanks

23 Collaborative Filtering Algorithm User-based collabo-rative filtering algorithm (User CF) recommends resourcesthat have the same hobby user groups to target users basedon the userrsquos historical behavior [31 32] e User CF al-gorithm takes users as themain body and recommends itemsthey are interested in to target users based on user groupswith similar hobbies First based on the analysis of the userrsquospreference for different items the nearest neighbors that aresimilar to the target userrsquos preferences are obtained Atpresent the ldquoK-neighborrdquo algorithm is mostly used then theprediction score is generated based on the nearest neighborset finally the recommendation is made based on theprediction score

e User CF algorithm uses the following two steps torecommend resources

231 Building a Matrix Evaluation matrix notation is themost widely used one in collaborative filtering algorithmsand its characteristic is to quantify the evaluation into amatrix for representation which is

C11 C12 C1n

C21 C22 C2n

Cm1 Cm2 Cmn

⎛⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎝

⎞⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎠

(8)

where Cmn represents user mrsquos evaluation of item n

232 Calculating Similarity e similarity is obtained bythe ldquoK-neighborrdquo algorithm to obtain the neighbor setnamely

N N1 N2 Nk1113864 1113865 (9)

where Nk represents the set of neighbors of the target usere similarity calculation method is as follows

(i) Cosine Similarity Calculation Method Assumingthat the resource evaluations of user u and user v arerepresented by vectors u

rarr and vrarr the cosine value

cos( urarr

vrarr

) between the two vectors can be calculatedto calculate the similarity sim(u v) between the two

sim(u v) cos( urarr

vrarr

) 1113936iisinIRui times Rvi

1113936iisinIR2ui

1113969

times

1113936iisinIR2vi

1113969 (10)

where Rui represents the rating of user u on item iRvi represents the rating of user v on item i and Irepresents the set of user resource evaluations

(ii) Correlation Similarity Calculation Method ecorrelation similarity is also called the Pearsoncorrelation coefficient Assuming that Cuv is theresource evaluation set of user u and user v then thecorrelation similarity sim(u v) between users can becalculated

sim(u v) 1113936iisinCuv

Rui minus Ru( 1113857 times Rvi minus Rv( 1113857

1113936iisinCuvRui minus Ru( 1113857

21113969

times

1113936iisinCuvRvi minus Rv( 1113857

21113969

(11)

where Rui and Rvi represent the scores of user u anduser v on item i Ru and Rv represent the averagescores of resource evaluation by users u and v re-spectively and Cuv is the intersection of resourcesevaluated by users u and v

3 ResearchandExperimentonMobileTerminalSystem of Intelligent College EnglishTeaching and Training Mode

31 Experimental Design is article uses an English majorin a university in this city as a case for experimental researche research started in the second semester of 2020 and did


not interfere with normal teaching too much during theexperiment Before the formal experiment we learned aboutthe teaching situation of the English major of the school anddetermined the pretest items and the selection of experi-mental subjects in the pre- and posttest experiments In thecourse of one academic year of learning the mobile terminalsystem of the project the syllabus teaching schedule andother data forms of the learning course of the mobile terminalsystem were collected and a report on the teaching situationof the mobile terminal system and studentsrsquo attitudes towardsthe model was prepared A questionnaire survey was con-ducted on subjects who had studied in the mobile terminalsystem for one year After passing the posttest it was testedwhether the English level of the experimental group washigher than that of the control group At the same timequestionnaires were issued to students to understand theirattitudes and opinions on mobile terminal system learning

During the experiment we collected and sorted out thesyllabus for English majors in the schoole following takesthe second semester course of English majors in colleges anduniversities as an example to show the composition ofcontent courses and language courses syllabus and courseschedule arrangement in the learning and teaching mode ofmobile terminal system as shown in Table 1

e syllabus of themobile terminal system teachingmode inthe above projects reflects the composition of input professionalcontent courses and output language courses in a semesterCollege English courses are the leading input professionalcourses emphasizing the input of profession-related Englishknowledge points in reading and listeninge teaching contentof both writing and speaking courses incorporates the basicconcepts of college English in order to train studentsrsquo profession-related language output skills through writing and speaking

32 Subjects e mobile terminal system teaching is cur-rently applied to the freshmen and sophomores of theschool According to different survey purposes this topicselects specific research objects

321 Experiments before and after Testing e researchobjects in the pre- and posttest are the experimental group 48students in the first class of college English major in theschoolrsquos cooperation project using the mobile terminal sys-tem English teaching mode Taking this yearrsquos college en-trance examination English test scores as the pretest the fullscore is 120 points and the scores are stratified for every 10points of the college entrance examination English scores andthe number of people in each score segment is countedControl group choose the same number of students from thesecond class of English major and the third class of Englishmajor of the school who have the same scores as the first classFinally 48 people are selected as the control group sampleusing the traditional college English teaching model

322 Questionnaire Survey e object of the questionnairesurvey is all the students (150 people) who have enrolled inthe English major of the school for one year e teaching

methods used are the mobile terminal system teaching modeand the traditional teaching mode e structure of thequestionnaire is divided into three parts the first part is asurvey of studentsrsquo English learning background includingsurveys of studentsrsquo English learning time future plans andso on the second part is a survey of professional courses forforeign teachers including the actual situation of thecourses teaching materials assessment and other relatedissues e third part is a survey of studentsrsquo attitudes andviews on content courses and language skills courses in-volving studentsrsquo satisfaction with these courses and theirviews on teaching effects

33 Experimental Procedure

331 Determining the Implementation of the ModelStarting from the second semester the first class of Englishmajors in this school has applied the mobile terminal systemteaching mode and integrated professional knowledge intothe English skills courses to match the studentsrsquo professionalcourses at is the mobile terminal system-based collegeEnglish teaching mode experiment began Since this modehas been working well the school still uses this mode forteaching without interruption In addition two of the classeshave been combined with multimedia teaching equipmentand tended to the traditional college English teaching modeAt the same time the results of the college entrance ex-amination of the students are determined as the pretest dataand CET4 is considered as the posttest data

332 Distributing the Questionnaire We distributed themobile terminal system teaching questionnaire to thefreshman students of the project e questionnaire wasdistributed with the assistance of the counselor of the gradeBy the time the questionnaire was distributed two semestersof English teaching mode had been completed

333 Statistics and Analysis of Pre- and Posttest DataWe collected and analyzed the data in the pre- and posttestexperiments First of all with the help of the schoolrsquos ed-ucational administration information system we obtain theEnglish scores of the research subjects in the college entranceexamination and use this as the preexperiment test to de-termine the schoolrsquos project English majors as the experi-mental group and 48 are selected from the second and thirdclasses of English majors After a student became a controlgroup SPSS software was used for analysis to determine thatthere was no significant difference between the experimentalgroup and the control group in English proficiency beforethe experiment e experimental group used the teachingmethod of the mobile terminal system while the controlgroup used the traditional teaching method of Englishteaching Both the experimental group and the control grouptook part in the College English Test Band 4 (CET4) in thesecond year At this time the distance between the exper-imental group and the control group was about two se-mesters e CET4 test contains questions such as listening


reading translation and writing which are authoritativeand professional erefore this topic uses the CET4 testscores as posttest data to analyze the differences in Englishproficiency between the experimental group and the controlgroup after different English teaching modes When ana-lyzing the data we used EXCEL to convert the Englishcollege entrance examination scores and CET4 scores ofeach sample into a hundred-point system (rounded to onedecimal place) for calculation

4 Experimental Results and Analysis

41 Comparison of English Scores before and after the Test

411 Pretest rough the use of SPSS software the pretestscores of the experimental group and the control group werestatistically analyzed and the statistical results are shown inFigure 3

(1) Detection of Homogeneity of Variance Since the ex-perimental group and the control group have no relationshipwith each other the Levene test is first used to determine thehomogeneity of variance If the population variances of thetwo samples are equal then the assumption that ldquothepopulation variances of the two independent samples areequal in the pretestrdquo is adopted otherwise ldquothe populationvariances of the two independent samples are not equal inthe pretestrdquo is adopted and the results are shown in Table 2

It can be seen from the Levene statistics that the Sigvalue is 0537 which is greater than 005 so the assumptionthat the variances are equal cannot be denied In otherwords the population variances of two independent samplesare equal

(2) T-Test with Equal Mean e t-test with equal means canreflect whether two independent samples are different whentaking the Jiangsu English college entrance examinationehypothesis of this t-test is as follows①e overall averagesof two independent samples are equal in the pretest②eoverall averages of two independent samples are not equal inthe pretest e test results are shown in Figure 4

412 Posttest We use SPSS190 software to analyze theCET4 scores of the experimental group and the controlgroup (converted to a percentile system) that is postteste results are shown in Table 3

It is also analyzed by independent sample t-test and theanalysis result is shown in Figure 5

From the above independent sample t-test data Sig is0267 e results show that there is no significant differencein English performance between the experimental group andthe control group e average score of the experimentalgroup is better than that of the control group It can be seenthat the use of mobile terminal teaching system can improvestudentsrsquo overall English ability and improve their learningefficiency

Table 1 Syllabus for the first semester of English majors

SyllabusCourse Course objectives Evaluation rules

College Englishcourse

1 Understand the basic concepts and solve problems Attendance (10) individual or team work (20) in-class exams(20) midterm final exams (20) and project results (10)2 Solve related problems in an interactive

development environment

Writing

1 Cultivate academic critical thinking

Attendance rate (15) midterm exam (20) in-class and after-school homework (45) and final exam (20)

2 Improve the reading ability of related professionalliterature

3 Grasp the essentials of organizational views inwriting

Speech1 Master the correct English pronunciationsentence structure and expression skills Attendance rate (15) 5 public speeches (50) and final oral

presentation (35)2 Adapt to different forms of speech

48 48

76589 76875

8174 72431622 1584

Num

ber

Control GroupTest GroupGroup

NumberMean

Standard deviationStandard error of the mean

Figure 3 Pretest score statistics of each group

Table 2 Levene test results of homogeneity of variance

Fraction F SigAssuming equal variances 0513 0537Assuming that the variances are not equal mdash mdash


42 Results of the Questionnaire is questionnaire wasentrusted to the college English majorsrsquo counselors A totalof 150 copies were distributed 107 copies were returned 6invalid questionnaires were excluded and a total of 101 validquestionnaires were returned

Question 1 e students have been studying English forseveral years before entering the school According to thestatistical results of the questionnaire 535 of studentshave more than 10 years of English classroom learningexperience 386 of students have 9-10 years of Englishlearning experience and 79 have 7-8 years of Englishlearning experience erefore more than half of the stu-dents in the questionnaire survey began to learn English inthe second grade or even earlier and most of the remainingstudents also started to learn English in the third grade orafter is shows that these students enter the assisted CBIteaching mode with a certain level of English

Question 2 Whether the student intends to go abroad orwork in a foreign company Since college English majorsbelong to a Sino-foreign cooperative education programunder normal circumstances students will choose to studyabroad for one year in their senior year erefore in thequestionnaire analysis most of the other students indicatedthat they have the habit of studying abroad and going toforeign companiesis means that they also have a strongermotivation to learn English

Question 3 Has the student accepted English as the mediumof instruction to teach courses in other subjects at the middleschool level In our country mobile terminal systemteaching has not been widely used According to the resultsof the questionnaire only 40 of students have ever re-ceived content-based language teaching is shows that formost students this teaching mode is a new teaching thingthat needs to be adapted

Questions 4 and 5 Whether students voluntarily acceptmobile terminal system learning and why It is analyzed thatexcept for one person the other 100 students study vol-untarily and the reason is that 78 of the students areconsidering preparing for studying abroad or employmentin foreign companies and 7 of the students are interestedin the way of teaching in English 15Of students care aboutimproving their English while learning subject knowledgeis shows that the applied English teaching model providesadvantages for studentsrsquo future study and employment Inaddition this special model also stimulates studentsrsquo interestin learning and improves learning efficiency

Questions 6 and 7 e ratio of the initial comprehension tothe content of the foreign teacherrsquos professional coursesAfter statistics on the questionnaire we can see from Table 4

0314

0314

0721

0721

0437

0437

02473

02471

1328

1328

1954

1959

05 1 15 2 250

Number

Assuming equal variances

Assuming unequal variances

Pret

est s

core

Upper limit ofconfidence intervalStandard error

Lower limit ofconfidence intervalMean difference

Figure 4 e t-test for equal means

Table 3 Posttest result analysis

Group Number Mean Standard deviation Standard error of the meanTest group 48 68525 7648 1289Control group 48 66816 5987 1007

23082195 2195

0267

3845 3845

1638 1638

0345 0341

3902 3911

NU

MBE

R

ASSUMING UNEQUAL VARIANCESASSUMING EQUAL VARIANCES

POST-TEST SCORE

FSigStandard errorUpper limit of confidence interval

tMean differenceLower limit of confidence interval

Figure 5 Independent sample t-test of posttest results


the changes in the proportion of studentsrsquo understanding ofprofessional courses for foreign teachers

Questions 8 and 9 focus on studentsrsquo perceptions of thedifficulty of English textbooks when they first enrolled andafter two semesters of study In the initial teaching mode ofmobile terminal system 574 of students thought thattextbooks were difficult or quite difficult 406 of studentsthought that textbook difficulties were at a medium level andless than 2 of students thought that textbooks were relativelyeasy After nearly two semesters of study the proportion ofstudents who think that textbooks are very difficult hasdropped to 287 while the proportion of students who thinkthat the difficulty of textbooks is average or relatively easy hasrisen to 653 and 6 e changes in the table indicate thatthe number of students who think the textbooks are difficultand relatively difficult has decreased while the number ofstudents who think the textbooks are ordinary or relativelyeasy has greatly increased erefore after two semesters ofstudy the studentsrsquo understanding of the original Englishtextbook has been significantly improved

Question 10 Investigate whether students agree to useEnglish in professional courses to improve their Englishproficiency and what English proficiency they can (or have)improve (multiple choice)e analysis result of Question 10shows that the students believe that they have improved theirEnglish skills after conducting professional English coursesespecially listening speaking and reading while the numberof students improving in writing is relatively low

To sum up no matter in the analysis of the results of thepretest and posttest or the questionnaire survey we can seethe advantages of the mobile terminal system compared withthe traditional English teaching

5 Conclusions

With the development of society and technology the In-ternet and smart devices have more and more far-reachingimpacts on life education especially in the field of educationIn the current rapid development of science and technologythe combination of modern science and technology teachingand traditional classrooms has become a novel teachingmode and it is also the trend of future teaching develop-ment e trend of using mobile terminal systems to assistclassroom teaching not only conforms to the changes of thetimes but is also a reform of the traditional education modelIn the design process of this system the necessity and trendof the integration of educational models under the trend ofthe times were analyzed the development environment wasselected and the design goals and implementation processwere determined according to the needs of classroom

teaching e development of a mobile terminal system thatmeets the needs of classroom-assisted teaching users canmake full use of valuable time in the classroom improve thequality of teaching and learning and enhance studentsrsquolearning enthusiasm and learning efficiency rough theclassroom conversion of learning pressure and the inte-gration of relevant test homework functional modulesstudentsrsquo interest in learning has been cultivated studentsrsquoacademic performance has been improved and the effec-tiveness of classroom teaching has been effectively im-proved anks to this system a closer connection isestablished between teachers and students thereby en-hancing the communication between teachers and studentse combination of technology and traditional classroomsrepresented by this system is an exploration and innovationof teaching models and a supplement to online educationand distance education It provides teachers with a creativeteaching system which can further improve the level ofclassroom learning effectively improve the schools effi-ciency and management level and has the effect of im-proving the quality of school teaching is topic is onlyaimed at the students in the case and due to the unevendevelopment of economic and educational levels across thecountry it is not certain whether this model is feasible whenapplied to students of different English proficiency andwhether it has the same effecterefore for similar researchin the future it is recommended that the number of researchsamples should be expanded and the analysis should bestratified according to the initial English level of the researchobjects so that more comprehensive and reliable conclu-sions can be drawn according to different student levels

Data Availability

No data were used to support this study

Conflicts of Interest

e authors declare that they have no conflicts of interest

Acknowledgments

is study was supported by the Enterprise-School Coop-erative Program of Ministry of Education of the PeoplersquosRepublic of China 2020 (no 202002163018)

References

[1] Y Zhao and C Zhao ldquoResearch on college English teachingmodel under the computer environmentrdquo Social Networkingvol 08 no 2 pp 104ndash111 2019

[2] Y Yu S Zhao L Liu and J Liu ldquoAn innovative model ofcollege English teaching based on web based learning re-sources and MOOCrdquo Boletin TecnicoTechnical Bulletinvol 55 no 8 pp 310ndash317 2017

[3] W Huang ldquoStudy on college English teaching mode multi-media assisted based on computer platformrdquo InternationalJournal of Multimedia and Ubiquitous Engineering vol 11no 7 pp 351ndash360 2016

[4] H Yang ldquoComprehensive evaluation of college Englishteaching mode based on online courses an educational

Table 4 Course comprehension ratio

Proportion Initial CurrentlyBelow 60 18 260ndash70 34 1370ndash80 32 4380ndash90 12 34More than 90 5 9


practice from Anhui polytechnic universityrdquo InternationalJournal of Future Generation Communication and Network-ing vol 9 no 2 pp 219ndash230 2016

[5] M Zhang and S Li ldquoIdeology in college English teachingunder the background of courses for ideological and politicaleducationrdquo Open Access Library Journal vol 08 no 2pp 1ndash10 2021

[6] F Li and Q Li ldquoStrategies of native culture integration incollege English teaching based on ldquoeducation of Chineseethics and culture in all coursesrdquordquo Creative Education vol 11no 12 pp 2790ndash2797 2020

[7] F Li and H Fu ldquoStudy on college English teaching based onthe concept of ideological and political education in allcoursesrdquo Creative Education vol 11 no 7 pp 997ndash10072020

[8] Y Gao ldquoComputer-aided instruction in college Englishteaching under the network environmentrdquo Computer-AidedDesign and Applications vol 18 no S4 pp 141ndash151 2021

[9] S Yang ldquoExperimental data analysis of college English teachingbased on computer multimedia technologyrdquo Computer-AidedDesign and Applications vol 17 no S2 pp 46ndash56 2020

[10] C Guan H Fu and Y Liu ldquoA research to integrate baodingred culture into college English teachingrdquo Creative Educationvol 12 no 3 pp 618ndash624 2021

[11] Y Wu ldquoe application of the POA in college Englishteachingrdquo Open Journal of Modern Linguistics vol 10 no 1pp 70ndash81 2020

[12] F Lo and C H Chen ldquoTechnology-enhanced synchronousand asynchronous college distance English teaching amidCOVID-19rdquo Contemporary Educational Research Quarterlyvol 29 no 1 pp 69ndash114 2021

[13] H Juan ldquoA study on the effectiveness of college Englishteaching based on PLS-DArdquo IPPTA Quarterly Journal ofIndian Pulp and Paper Technical - A vol 30 no 8pp 708ndash711 2018

[14] Y Yi ldquoe implementation strategies of cultivating socialistcore values in college English teachingrdquo Creative Educationvol 9 no 12 pp 1829ndash1834 2018

[15] Y Zhang ldquoDesign and curriculum optimization of collegeEnglish teaching model based on esprdquo International Journalfor Engineering Modelling vol 31 no 1 pp 359ndash364 2018

[16] Y Sun ldquoCollege English teaching model under the envi-ronment of multimediardquo IPPTA Quarterly Journal of IndianPulp and Paper Technical - A vol 30 no 7 pp 680ndash686 2018

[17] H Hamidi andM Jahanshahifard ldquoe role of the Internet ofthings in the improvement and expansion of businessrdquoJournal of Organizational and End User Computing vol 30no 3 pp 24ndash44 2018

[18] H Zhao ldquoDiscussion on English-language films and collegeEnglish listening teachingrdquo Journal of Contemporary Edu-cational Research vol 4 no 2 pp 54ndash58 2020

[19] Z Sun G K Sidhu and P Muthukrishnan ldquoCollege Englishlanguage teaching reform and EFL lecturersrsquo teaching prac-tice a case study in Chinardquo Universal Journal of EducationalResearch vol 8 no 1 pp 230ndash237 2020

[20] J Y Liu ldquoResearch on independent learning ability based onthe network multimedia vocational college English teachingmodelrdquo Agro Food Industry Hi-Tech vol 28 no 1pp 3494ndash3496 2017

[21] Z Shan ldquoStudy on College English teaching mode based oncross cultural communicationrdquo Agro Food Industry Hi-Techvol 28 no 1 pp 1214ndash1218 2017

[22] L Jiajia ldquoA college English teaching mode based on acomputer network platformrdquo Agro Food Industry Hi-Techvol 28 no 1 pp 616ndash619 2017

[23] B Wang ldquoStudy on changes of college English teachingmethod and redefinition of teachersrsquo roles in the computernetwork environmentrdquo International Journal of EmergingTechnologies in Learning (IJET) vol 12 no 8 pp 137ndash1452017

[24] X Jin ldquoAn output-driven-theory-based analysis of the effectof college English teaching modelrdquo Revista de la Facultad deIngenieria vol 32 no 6 pp 263ndash269 2017

[25] J Yin and Y Na ldquoPath analysis of college English teachingability improvement based on MOOC and multimedia sys-temsrdquo Boletin TecnicoTechnical Bulletin vol 55 no 8pp 427ndash433 2017

[26] L Li ldquoResearch on the influence of culture teaching onstudentsrsquo cross - cultural sensitivity in college English teachingbased on virtual environment modelrdquo Revista de la Facultadde Ingenieria vol 32 no 16 pp 195ndash201 2017

[27] J Zhang ldquoResearch on College English teaching model basedon flipped classroomrdquo Boletin TecnicoTechnical Bulletinvol 55 no 15 pp 517ndash522 2017

[28] S Ivanaj G-B Nganmini and A Antoine ldquoMeasuringE-learnersrsquo perceptions of service qualityrdquo Journal of Orga-nizational and End User Computing vol 31 no 2 pp 83ndash1042019

[29] X Guo ldquoConstruction analysis of ecological college Englishteaching model in computer network environmentrdquo Journalof Computational and eoretical Nanoscience vol 14 no 1pp 27ndash31 2017

[30] C Haisheng ldquoA study on the reform of college Englishteaching model based on factor analysisrdquo Agro Food IndustryHi-Tech vol 28 no 1 pp 823ndash827 2017

[31] Y Zhou and L Zou ldquoCultivation of translation com-petencemdasha study on translation teaching in college Englishteaching in Leshan normal university Sichuan ChinardquoIFIPmdashthe International Federation for Information Processingvol 254 no 4 pp 493ndash502 2017

[32] S Zhang ldquoA research on the construction of computer aidedcollege English teaching system based on ecological teachingrdquoRevista de la Facultad de Ingenieria vol 32 no 11pp 359ndash364 2017


school level In order to adapt to the trend of interna-tionalization of higher education and attract foreign stu-dents some key universities in China have set up all Englishprofessional courses in recent years However how tointegrate the domestic freshmen into the all English pro-fessional courses has become a serious problem in collegeEnglish teaching

At present under the influence of national policyrequirements and social needs colleges and universitieshave indeed made a series of adjustments to collegeEnglish courses and teaching models However due tothe lack of suitable teachers teaching materials and weakimplementation many professional English courses aremere formalities or the teaching effect is not good Inaddition under the surviving influence of the traditionalEnglish teaching model the long-term development ofstudentsrsquolistening speaking reading and writing skills isuneven which also hinders the improvement of collegestudentsrsquo English proficiency As a result Englishteaching in higher education has emerged in such asituation that the traditional teaching model is stillcriticized and new teaching attempts have failed toachieve the expected results erefore on the one handthe research purpose of this topic is to use the relevanttheories of mobile terminal systems to propose an op-timized model of college English teaching so that theprofessional knowledge and English skills of collegestudents can be truly combined so as to effectivelyimprove the academic English level of college studentsLet English return to its essential attributes and letstudents ldquolearn for what they userdquo On the other handthrough the mobile terminal system the English inputability (listening and reading) and output ability(speaking and writing) are embedded in the professionalcourses and English skills courses respectively and thevarious English skills are tentatively trained separately topromote the balanced development of studentsrsquo Englishskills

e continuous updation of computers and globaltechnology has provided the original impetus for therevolution and development of college English teachingHow to deal with the teaching methods through thecomputer network and establish a diversified interactiveteaching system for college English courses is a seriousproblem Zhao and Zhao combined the characteristics ofcollege English teaching to explore the college Englishteaching model and the teaching method of multipleinteractive networks In addition they also reviewed theevidence based on independent learning theory andseveral learning models analyzed the relationship be-tween the advantages of computer network teaching andthe learning ability of students and improved the ef-fectiveness of practical teaching and computer networkteaching However the research only verified the effect ofthe new teaching model on improving studentsrsquo self-learning ability and did not conduct a comprehensiveanalysis [1] Based on online learning resources andMOOC Yu et al proposed an improved innovationmodel of college English teaching Multimedia learning

platform and online learning resources have changed thetraditional English teaching mode which is more ac-cepted by students e disadvantage is that this researchshould also take full account of teachersrsquo teachingmethods in order to improve teaching effects [2] Huangstudied the multimedia teaching model of college Englishbased on the computer platform and discussed the in-evitable trend of using computer networks and multi-media tools to cultivate students English proficiency inthe reform of college English teaching Secondly heintroduced a foreign language teaching model based onBS architecture and computer network which providesa good reference for similar institutions in computer-assisted teaching [3]

e innovations of this article are as follows (1) edefinitions and connotations of several different practicemodes established through mobile terminal systems arecompared to distinguish the characteristics and advantagesof the mobile terminal systems to be discussed in this topic(2) In the research process of the case the experimentalstatistical method and questionnaire survey method aremainly used before and after the test then the data areobtained from it and the data are analyzed so as to clarifythe effectiveness of the mobile terminal system in the collegeEnglish teaching model and the attitude of college studentsto this model

2 Research Method of Mobile TerminalSystem of Intelligent College EnglishTeaching and Training Mode

21 Introduction to WAP

211 e Architecture of WAP WAP has continued to usethe WEB architecture and in order to adapt to the char-acteristics of the wireless application development envi-ronment the WEB architecture has been optimized andexpanded so that the funds equipment human resourcesand other resources currently invested in the WEB cancontinue to be retained and used [4 5] In order to betterunderstand the architecture of WAP you can first under-stand the working mode and principle of the WEB server inthe WEB architecture e working principle of the WEBserver is shown in Figure 1

Figure 1 shows that the client sends a request to theWEBserver specified by the URL e WEB server returns therelevant content to the client according to the requestprocedure and both respond according to HTTP (HypertextTransfer Protocol) [6] when sending a URL (UniformResource Locator) request starting with HTTP the WEBserver-side program may be a CGI (Common GatewayInterface) program or a static web page or a Servlet or otherserver program so that the client can see the returnedcontent on the browser [7 8]

e WAP network architecture is composed of threeparts namelyWAP gatewayWAPmobile phone andWAPcontent server and these three aspects are indispensable[9 10] Among them the WAP gateway must act as the roleof converting the HTTP protocol and the WAP protocol












L S T R A (1)



S s1 s2 sn1113864 1113865 (2)



T m w k (3)



R d h q e f g1113864 1113865 (4)



UserBrowser

WAP gateway

Codec

Origin server

CGIscreenplay

Content

Request Request

Response Response

WAPprotocol

HTTPprotocol


Client

WEBBrowser

Web Server

CGI Scripts

Content

Request

Response





A P V (5)



P p1 p2 p3 p4 p5 p6 p7 p81113864 1113865 (6)



V v1 v2 v31113864 1113865 (7)





C11 C12 C1n

C21 C22 C2n

Cm1 Cm2 Cmn

⎛⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎝

⎞⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎠

(8)



N N1 N2 Nk1113864 1113865 (9)




cos( urarr

vrarr


sim(u v) cos( urarr

vrarr


1113936iisinIR2ui

1113969

times

1113936iisinIR2vi

1113969 (10)






21113969

times


21113969

(11)
































Writing







48 48

76589 76875

8174 72431622 1584

Num

ber


NumberMean












0314

0314

0721

0721

0437

0437

02473

02471

1328

1328

1954

1959

05 1 15 2 250

Number



Pret

est s

core






23082195 2195

0267

3845 3845

1638 1638

0345 0341

3902 3911

NU

MBE

R


POST-TEST SCORE









5 Conclusions



Data Availability




Acknowledgments


References
















































L S T R A (1)



S s1 s2 sn1113864 1113865 (2)



T m w k (3)



R d h q e f g1113864 1113865 (4)



UserBrowser

WAP gateway

Codec

Origin server

CGIscreenplay

Content

Request Request

Response Response

WAPprotocol

HTTPprotocol


Client

WEBBrowser

Web Server

CGI Scripts

Content

Request

Response





A P V (5)



P p1 p2 p3 p4 p5 p6 p7 p81113864 1113865 (6)



V v1 v2 v31113864 1113865 (7)





C11 C12 C1n

C21 C22 C2n

Cm1 Cm2 Cmn

⎛⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎝

⎞⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎠

(8)



N N1 N2 Nk1113864 1113865 (9)




cos( urarr

vrarr


sim(u v) cos( urarr

vrarr


1113936iisinIR2ui

1113969

times

1113936iisinIR2vi

1113969 (10)






21113969

times


21113969

(11)
































Writing







48 48

76589 76875

8174 72431622 1584

Num

ber


NumberMean












0314

0314

0721

0721

0437

0437

02473

02471

1328

1328

1954

1959

05 1 15 2 250

Number



Pret

est s

core






23082195 2195

0267

3845 3845

1638 1638

0345 0341

3902 3911

NU

MBE

R


POST-TEST SCORE









5 Conclusions



Data Availability




Acknowledgments


References








































A P V (5)



P p1 p2 p3 p4 p5 p6 p7 p81113864 1113865 (6)



V v1 v2 v31113864 1113865 (7)





C11 C12 C1n

C21 C22 C2n

Cm1 Cm2 Cmn

⎛⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎜⎝

⎞⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎟⎠

(8)



N N1 N2 Nk1113864 1113865 (9)




cos( urarr

vrarr


sim(u v) cos( urarr

vrarr


1113936iisinIR2ui

1113969

times

1113936iisinIR2vi

1113969 (10)






21113969

times


21113969

(11)
































Writing







48 48

76589 76875

8174 72431622 1584

Num

ber


NumberMean












0314

0314

0721

0721

0437

0437

02473

02471

1328

1328

1954

1959

05 1 15 2 250

Number



Pret

est s

core






23082195 2195

0267

3845 3845

1638 1638

0345 0341

3902 3911

NU

MBE

R


POST-TEST SCORE









5 Conclusions



Data Availability




Acknowledgments


References

































































Writing







48 48

76589 76875

8174 72431622 1584

Num

ber


NumberMean












0314

0314

0721

0721

0437

0437

02473

02471

1328

1328

1954

1959

05 1 15 2 250

Number



Pret

est s

core






23082195 2195

0267

3845 3845

1638 1638

0345 0341

3902 3911

NU

MBE

R


POST-TEST SCORE









5 Conclusions



Data Availability




Acknowledgments


References












































0314

0314

0721

0721

0437

0437

02473

02471

1328

1328

1954

1959

05 1 15 2 250

Number



Pret

est s

core






23082195 2195

0267

3845 3845

1638 1638

0345 0341

3902 3911

NU

MBE

R


POST-TEST SCORE









5 Conclusions



Data Availability




Acknowledgments


References










































5 Conclusions



Data Availability




Acknowledgments


References






































mobile terminal system of intelligent college english

Documents