Effects Of Teacher Interventions On The Predictive Factors Of Students' English Test Scores From The Perspective Of Learning Analytics

Based on the Data Mining technology,learning analytics collects and analyses a large number of learning data generated in the learning process of students,and discovers the learning characteristics and problems of the students,which enables teachers to adopt reasonable intervention measures to improve students' learning effect.The thesis reports effects of teacher interventions on the predictive factors of English test scores of Junior High School Students,analyzes the effects of teacher interventions and puts forward some teaching implications with the theoretical instructions of Personalized Learning theory,Zone of Proximal Development(ZPD)and Effective Teaching Theory.The study aims to solve the following three research questions.1.What are the overall effects of teacher interventions on the predictive factors of English test scores?2.What are the effects of different levels of teacher interventions on the predictive factors of English test scores?3.Do teacher interventions have the same effect on the predictive factors of students in different score's groups?In this study,54 students in Grade Seven from a training institute in Nanjing were selected as subjects,who were enrolled in the course of Oxford English Grade Seventh Volume II.The course adopted a hybrid English class teaching mode which combines a learning analysis platform.The teachers selected learners who had learned and provided them with appropriate teaching interventions based on the behavioral data of the participants collected on the learning analysis platform.After that,a face-to-face interview was conducted between the author and the 6 students randomly selected from different score's groups.The results of the study were as follows.Firstly,shallow teaching interventions and cumulative teaching interventions could change three predictive factors including the times of students answering questions,the number of daily wrong questions,and the average speed of answering questions while the effect on checking scores was not significant;Secondly,the effect of cumulative teaching intervention is better than that of shallow intervention,and could significantly improve the predictive factors of students in the middle and the low score groups;Thirdly,shallow teaching interventions and cumulative teaching interventions could improve the learning behavior of lower-score group,but the shallow and deep cumulative interventions have a better effect on the learning behavior of the group.What's more,for the middle-score groupstudents,the effects of shallow teaching interventions and cumulative teaching interventions were not significantly different,and the cumulative interventions had a better effect on the learning behavior of the low-score group students.Based on the above results,some teaching implications are proposed for the optimization of teaching interventions in the hybrid English class teaching mode.Firstly,teaching intervention should be student-centered,and corresponding intervention strategies should be developed according to students' learning problems and requirement.Secondly,it is necessary for teachers to improve the ability to implement various forms of intervention.Thirdly,teachers should respect students' different learning tendencies and their ‘active construction' of knowledge,and teach students according to their aptitude,especially giving appropriate encouragement and praise to the students who are poor in learning English.