Teaching Adjustment of Multi-major College English Based on Process Data

This study focuses on the practical application of process-oriented assessment in college English teaching. By adopting methods including academic data statistics, inter-class comparative analysis and practical research, it explores the application status, academic differences and optimization paths of two assignments: vocabulary quizzes and class note-taking tasks in English teaching. The research reveals obvious stratification among classes of different majors in terms of assignment submission timeliness, academic performance and learning engagement. Communication majors achieve the best overall performance, while students majoring in literature show prominent polarization in learning outcomes, and students majoring in art demonstrate relatively low learning initiative. Based on multi-dimensional academic data, this study provides practical references for optimizing English teaching arrangements, and bears practical guiding significance for adjusting teaching strategies and improving the overall quality of teaching.