Intelligent text analysis for effective evaluation of english Language teaching based on deep learning
Abstract With the growing demand for English language teaching, the efficient and accurate evaluation of students’ writing ability has become a key focus in English education. This study introduces a Hybrid Feature-based Cross-Prompt Automated Essay Scoring (HFC-AES) model that leverages deep learni...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-08-01
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| Series: | Scientific Reports |
| Subjects: | |
| Online Access: | https://doi.org/10.1038/s41598-025-14320-5 |
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| Summary: | Abstract With the growing demand for English language teaching, the efficient and accurate evaluation of students’ writing ability has become a key focus in English education. This study introduces a Hybrid Feature-based Cross-Prompt Automated Essay Scoring (HFC-AES) model that leverages deep learning for intelligent text analysis. Building on traditional deep neural networks (DNNs), the model incorporates text structure features and attention mechanisms, while adversarial training is employed to optimize feature extraction and enhance cross-prompt adaptability. In the topic-independent stage, statistical methods and DNNs extract shared features for preliminary scoring. In the topic-specific stage, topic information is integrated into a hierarchical neural network to improve semantic understanding and topic alignment. Compared with existing Transformer-based scoring models, HFC-AES demonstrates superior robustness and semantic modeling capabilities. Experimental results show that HFC-AES achieves strong cross-prompt scoring performance, with an average Quadratic Weighted Kappa (QWK) of 0.856, outperforming mainstream models. Ablation studies further highlight the critical role of text structure features and attention mechanisms, particularly in improving argumentative writing assessment. Overall, HFC-AES offers effective technical support for automated essay grading, contributing to more reliable and efficient evaluation in English language teaching. |
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| ISSN: | 2045-2322 |