Evaluation model of students’ English learning ability based on fuzzy logic system

Abstract

Students’ English learning ability depends on the knowledge and practice provided during the teaching sessions. Besides, language usage improves the self-ability to scale up the learning levels for professional communication. Therefore, the appraisal identification and ability estimation are expected to be consistent for different English learning levels. This paper introduces Performance Data-based Appraisal Identification Model (PDAIM) to support such reference. This proposed model is computed using fuzzy logic to identify learning level lags. The lag in performance and retains in scaling-up are identified using different fuzzification levels. The study suggests a fuzzy logic model pinpointing learning level gaps and consistently evaluating performance across various English learning levels. The PDAIM model gathers high and low degrees of variance in the learning process to give students flexible learning knowledge. Based on the student’s performance and capacity for knowledge retention, it enables scaling up the learning levels for professional communication. The performance measure in the model is adjusted to accommodate the student’s diverse grades within discernible assessment boundaries. This individualized method offers focused education and advancement to students’ unique requirements and skills. The model contains continuous normalization to enhance the fuzzification process by employing prior lags and retentions. Several indicators, including appraisal rate, lag detection, number of retentions, data analysis rate, and analysis time, are used to validate the PDAIM model’s performance. The model may adjust to the various performance levels and offer pertinent feedback using fuzzification. The high and low variation levels in the learning process are accumulated to provide adaptable learning knowledge to the students. Therefore, the performance measure is modified to fit the student’s various grades under distinguishable appraisal limits. If a consistent appraisal level from the fuzzification is observed for continuous sessions, then the learning is scaled up to the next level, failing, which results in retention. This proposed model occupies constant normalization for improving the fuzzification using previous lags and retentions. Hence the performance of this model is validated using appraisal rate, lag detection, number of retentions, data analysis rate, and analysis time.