Evaluating the Teaching Effectiveness of Business English Courses in Colleges and Universities Based on the DPSIR Model

Abstract

This paper takes the drive and pressure of teachers and students in the process of English teaching as the basis of evaluation, focuses on the state of the two in the process of teaching and the influence of teaching on teachers and students as well as the feedback of teachers and students on teaching, and constructs a framework for evaluating the effectiveness of business English teaching based on the model of "Drive, Pressure, State, Influence, Response". After two rounds of expert consultation, the number of evaluation indicators was reduced from 34 to 21. Finally, the evaluation index system was constructed by combining the weight calculation of the hierarchical analysis method. The data show that A3 (state factors) > A1 (driving force factors) > A5 (response factors) > A2 (pressure factors) > A4 (influence factors), and the comprehensive evaluation score of the teaching effectiveness of business English courses in colleges and universities is 3.5944, which indicates that the evaluation grade of the teaching effectiveness of the university is located in the range between medium and good. This study aims to promote digital innovation and reform in the teaching of business English courses in colleges and universities by evaluating their teaching effects.