Influence of Formative Online Teaching Evaluation on Autonomous Learning Ability of Students Majoring in English for Science and Technology

The rapid development of information technology has accelerated the process educational informatization, level which also been significantly elevated. New teaching informatization modes, such as mobile terminal and online learning, can meet learners’ trans-time-and-space personalized learning needs. As main form evaluation, formative evaluation provide students with timely efficient feedback, change teachers’ progress, effectively improve effect students’ effect, comprehensively promote autonomous ability. In this study, undergraduate majoring in English for Science Technology (EST) five universities science engineering Xi'an city China, were chosen research object to explore influence (self-evaluation, peer review, teacher evaluation) on ability learning. Thereafter, moderating self-efficacy was analyzed. Results showed that Cronbach’s α coefficient value questionnaire designed study 0.852 KMO 0.831, indicating its excellent reliability validity. Evidently, self-evaluation improvement Self-efficacy plays a role promoting varies frequency use. Conclusions are significant reference values improving quality EST through enhancing enthusiasm motivation college students, classroom system.