# Design of College English News Listening Teaching System Based on Improved SPOC by using IoT

Authors: Peng Liu
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

Due to the limitation of actual teaching conditions, limited resources, and unsatisfactory teaching effect, a hybrid teaching system of college English news listening course based on improved SPOC is proposed. The hardware environment is made up of 5 servers and 3 switches, and the hardware service resource is optimized by SPOC cloud deployment. The cough relieving mechanism based on evaluation level is built inside the system. The objective of this study designs and implements a research on the application of the improved SPOC hybrid teaching system in college English listening teaching. The test results show that the design system can effectively improve students’ learning performance and enthusiasm and initiative and, to some extent, improve students’ listening learning habits.


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## Body

## 1. Introduction

In the process of English learning, both written and oral expressions belong to the category of output. English listening comprehension is the comprehensive embodiment of students’ English language ability and language application ability. Research shows that “written expression is not only the writing of spoken language on paper, but also the real expression of accurate language expression, so it is of great value to language learning.” Therefore, listening teaching can greatly improve one’s language level and ability [1–3]. SPOC, in response to the needs of educational reform, breaks the shortcomings of purely online teaching and traditional face-to-face teaching and injects new vitality into traditional teaching. At present, English has become the world’s common language, the mother tongue of more than 10 countries for English, more than 70 countries in English as the official language, one-third of the world’s people speak English. English is used in 75% of the world’s television programs, a large number of official documents; communication methods are in English. Therefore, with the increasing degree of opening to the outside world and the impact of economic globalization, the demand for English talents is also increasing, which has led to higher and higher requirements for students’ English level. Many colleges and universities have set scores for English admission, and universities have strict requirements for graduation and admission [1, 3, 4]. The proportion of English listening scores in all kinds of tests is relatively high. Students must pass the TOEFL and IELTS before studying abroad. English listening is also included in the assessment. However, the teaching of listening in English courses is a big problem that many learners cannot overcome. The questionnaire shows that most students have obvious fear of listening difficulties, lack of interest, and motivation in listening. Students generally have difficulties in vocabulary, grammar, and listening content and lack correct listening skills, but it is not easy to improve listening skills in a short time. Therefore, the search for an effective pedagogy is a very necessary exercise [5–8]. In recent years, due to the development of information technology, great changes have taken place in the teaching mode. Hybrid teaching is to use different teaching means and methods to meet different teaching purposes. In 2012, the large-scale open online courses (MOOC) developed rapidly in the world, but at the same time, the use of MOOC increased rapidly; the disadvantages of MOOC gradually appeared, such as high investment cost, lack of pertinence of courses, serious waste of resources, and high dropout rate, which aroused the deep reflection of educators, and the hybrid teaching of SPOC emerged from this reflection. SPOC is the abbreviation of Small Private Online Course and is a small-scale restrictive online course [9–11]. Student sizes generally range from a few dozen to several hundred. Restrictive means that a restrictive access condition is set for students, and eligible applicants can join the SPOC program. In essence, both SPOC and MOOC are hybrid learning. SPOC mixes MOOC’s high quality resources with traditional classroom teaching, representing the development direction of “post-MoOC era.” In 2000, the American White Paper on Educational Technology presented a new approach to blended teaching, which states: “Online teaching cannot replace traditional classrooms, although it can better achieve certain teaching objectives.” Although in some respects, the teaching function can be changed; it cannot completely replace school education. This means that online learning has its advantages, but it cannot completely replace traditional teaching [12–14]. The richness and diversity of the online learning environment make up for the singleness and dullness of the offline learning environment, while the richness of the emotional communication between teachers and students in the traditional offline learning environment also makes up for the lack of emotional support of online learning, complementing each other and giving full play to their advantages [15–20]. However, this kind of teaching mode is not widely used in college English listening teaching. Most English teachers still use the traditional teaching mode to teach.Therefore, this paper designs and implements a research on the application of the improved SPOC hybrid teaching system in college English listening teaching, hoping to explore how to find a suitable teaching method from the perspective of students’ learning interests and needs and then help students better solve some English listening difficulties, so as to make students get rid of the fear of English listening, enhance the enthusiasm and confidence of listening, and effectively improve the quality of English listening teaching. In order to teach English, the viability of an IoT intelligent positioning studio classroom is investigated. The IoT is first introduced, along with the studio classroom’s equipment distribution. The CNN algorithm is next described, and finally the experimental contents are shown. Finally, the real-time location of intelligent pictures using the CNN algorithm is assessed, and the viability of using an IoT intelligent image-positioning studio classroom to teach English is examined [21].


## 2. Hardware Deployment Design

The hybrid English listening teaching system is composed of 5 servers and 3 switches. The specific deployment architecture is shown in Figure1.Figure 1
SPOC cloud physical deployment architecture.In this architecture, it is mainly divided into control node, network node, storage node, computing node, data network switch, and management network switch. The control node is deployed on the same server as the network node, and the required components, such as Nova, Glance, Cinder, Neutron, Keystone, and Horizon, are deployed on this server. The control node is responsible for managing the entire OpenStack cluster. Users can manage and maintain the OpenStack cloud platform by logging in the control node. Network nodes provide the network primarily for individual servers and virtual machines in OpenStack. In this paper, there are three computing nodes, computing nodes for the OpenStack cloud platform to provide CPU, mount storage, memory, and other computing resources and to achieve virtual machine functions. Storage nodes are used to implement cloud-based elastic storage, deploying components such as Swift. Data network is composed of virtual machine, virtual switch and VLAN. Management network consists of physical server, control node, image storage, and storage management. The external network switch is responsible for the connection between the OpenStack cloud platform and the external network and provides service support for the connection between the internal server and the external network.


### 2.1. Detailed Design for Deployment of the SPOC Cloud

The biggest difference between cloud deployment and traditional deployment architecture is that the server unit of cloud deployment is virtual machine rather than physical machine of traditional architecture. In the previous section, a hybrid English listening teaching system is composed of three compute nodes, one storage node, and one control node (including network node). Three compute nodes provide computing resources for the SPOC teaching platform, including CPU, memory, and network. The storage node uses Swift components to implement a scalable cloud-based storage architecture to store massive teaching resources on the SPOC teaching platform.In this system, the server is deployed on the virtual machine, and the services that users enjoy are actually provided by virtual machine clusters composed of virtual machines. In the previous section, we used the Horizon call to the RESTful API to select the hardware resources we need (CPU, memory, etc.) to create a virtual machine instance that invokes the computing power of the compute resource pool and then deploy our application services on the virtual machine. Based on the requirements analysis in Chapter 3, we can choose the appropriate virtualization strategy to create a running environment for the SPOC teaching platform. The overall logical architecture of the SPOC cloud is shown in Figure2.Figure 2
Overall logical architecture of SPOC cloud.The overall logical framework of the hybrid English listening teaching system is mainly divided into three parts: file processing virtual server cluster, Web service virtual server cluster, database virtual server, Swift storage cluster, and backup virtual server. The file processing server is mainly responsible for transcoding the video files transmitted by the SPOC teaching platform, transmitting the video, and pictures to the Swift node. The video transcoding of the file server is mainly done by FFmpeg. Web servers and database servers are the same as traditional Web projects and are responsible for providing Web services to users. Control node is the backbone of the whole cloud platform, which is responsible for scheduling and managing the whole SPOC platform’s computing resources, network resources, storage resources, authorization information, and so on. Swift storage is a scalable and extensible object storage system, which realizes a general file storage strategy, which can store a large number of hard to estimate data, such as documents, multimedia files, and pictures, and provides a cloud-based elastic storage for Web applications. If Swift is going to scale out the storage cluster, it only needs to add new servers. In this paper, the system’s video and file upload and download services and Web services are split into two virtual machine service clusters. The uploading, downloading, and viewing of non-video files are static I/O access, and there is little resource requirement for CPU, while the video processing service for video uploading consumes a lot of CPU resources. In order to realize the flexible architecture of high availability, the split file processing server cluster and the Web server cluster can well adapt to the change of the university traffic. For example, in the beginning of the school season, the task of processing video files is enlarged, and the file processing server cluster can be enlarged. During the exam week, the students have finished their courses, and the work of processing video files is relatively reduced. Because of a large number of exams, the operation of database access will increase greatly, so the scale of the file processing server cluster can be reduced appropriately, and the scale of the Web server cluster can be enlarged to adapt to the exam week. In this paper, virtual server cluster network partitioning, virtual server status monitoring, and Heat component are based on the elastic strategy to achieve the SPOC teaching platform in colleges and universities.


#### 2.1.1. Communication between Virtual Machines and Partitioning of VLANs

The same type of virtual server located on the same physical machine can use virtual switches to achieve bandwidth connectivity, as shown in Figure3.Figure 3
Schematic diagram of virtual switch.As shown in Figure3, a virtual server of the same type located at the same deployment node first connects to the compute node through its virtual switch and then communicates with the external physical network card to dock with the network. A virtual switch also contains a number of interfaces, and the virtual machine is connected to the virtual switch via the virtual interface VIF. The bandwidth traffic between file processing server 1 and file processing server 2 and between Web server 1 and Web server 2 are all generated inside the compute node without consuming the actual bandwidth. But the virtual servers of two different computing nodes need to consume the actual bandwidth for data exchange. Virtual servers of the same type located at different deployment nodes can establish VLANs on the virtual switches to exchange data between different computing nodes in the same subnet. And through the partition of VLAN, the whole system can also run stably when one of the servers breaks down or overloads. As shown in Figure 4, file processing server 1 connects to file processing server 2 via VLAN100 by encapsulating 802.1q on a Trunk link, and Web server 1 connects to Web server 2 via VLAN200, each of which forms a virtual machine server cluster.Figure 4
Schematic diagram of VLAN management.


#### 2.1.2. Achieving Elastic Expansion

The resilient scalability of the virtual server is achieved by the Nova, Glance, Neutron, Ceilometer, and Heat components in OpenStack. Among them, the Nova component is responsible for the creation and recycling of virtual machine instances, the Glance component is responsible for the management of virtual machine images, the mirror files of different types of servers will be managed by Glance, the Ceilometer is responsible for monitoring the use of various virtual machine resources, the Neutron component is responsible for allocating network resources for creating virtual machines, and Heat is responsible for the resilient scalability of virtual server clusters by invoking the above components. The flex architecture schematic is shown in Figure5.Figure 5
Schematic diagram of elastic telescopic structure.As shown in Figure5, you first monitor the working status of each virtual server cluster through Ceilometer Colleter, which includes metrics such as CPU and memory. This monitoring data is then reflected to the Heat engine, which determines whether to trigger the Ceilometer Alarm by whether the monitoring data reaches the threshold in the Heat template, which holds the threshold for adding or reducing instances. In this system, the threshold is set to create a virtual instance when the CPU usage is greater than 70% in a minute and delete a virtual instance when the CPU usage is less than 20% in a minute. When an alert is triggered, Heat calls Nova, Glance, and Neutron to create or delete a virtual instance based on the resource configuration in the template for system resilience.


## 2.1. Detailed Design for Deployment of the SPOC Cloud

The biggest difference between cloud deployment and traditional deployment architecture is that the server unit of cloud deployment is virtual machine rather than physical machine of traditional architecture. In the previous section, a hybrid English listening teaching system is composed of three compute nodes, one storage node, and one control node (including network node). Three compute nodes provide computing resources for the SPOC teaching platform, including CPU, memory, and network. The storage node uses Swift components to implement a scalable cloud-based storage architecture to store massive teaching resources on the SPOC teaching platform.In this system, the server is deployed on the virtual machine, and the services that users enjoy are actually provided by virtual machine clusters composed of virtual machines. In the previous section, we used the Horizon call to the RESTful API to select the hardware resources we need (CPU, memory, etc.) to create a virtual machine instance that invokes the computing power of the compute resource pool and then deploy our application services on the virtual machine. Based on the requirements analysis in Chapter 3, we can choose the appropriate virtualization strategy to create a running environment for the SPOC teaching platform. The overall logical architecture of the SPOC cloud is shown in Figure2.Figure 2
Overall logical architecture of SPOC cloud.The overall logical framework of the hybrid English listening teaching system is mainly divided into three parts: file processing virtual server cluster, Web service virtual server cluster, database virtual server, Swift storage cluster, and backup virtual server. The file processing server is mainly responsible for transcoding the video files transmitted by the SPOC teaching platform, transmitting the video, and pictures to the Swift node. The video transcoding of the file server is mainly done by FFmpeg. Web servers and database servers are the same as traditional Web projects and are responsible for providing Web services to users. Control node is the backbone of the whole cloud platform, which is responsible for scheduling and managing the whole SPOC platform’s computing resources, network resources, storage resources, authorization information, and so on. Swift storage is a scalable and extensible object storage system, which realizes a general file storage strategy, which can store a large number of hard to estimate data, such as documents, multimedia files, and pictures, and provides a cloud-based elastic storage for Web applications. If Swift is going to scale out the storage cluster, it only needs to add new servers. In this paper, the system’s video and file upload and download services and Web services are split into two virtual machine service clusters. The uploading, downloading, and viewing of non-video files are static I/O access, and there is little resource requirement for CPU, while the video processing service for video uploading consumes a lot of CPU resources. In order to realize the flexible architecture of high availability, the split file processing server cluster and the Web server cluster can well adapt to the change of the university traffic. For example, in the beginning of the school season, the task of processing video files is enlarged, and the file processing server cluster can be enlarged. During the exam week, the students have finished their courses, and the work of processing video files is relatively reduced. Because of a large number of exams, the operation of database access will increase greatly, so the scale of the file processing server cluster can be reduced appropriately, and the scale of the Web server cluster can be enlarged to adapt to the exam week. In this paper, virtual server cluster network partitioning, virtual server status monitoring, and Heat component are based on the elastic strategy to achieve the SPOC teaching platform in colleges and universities.


### 2.1.1. Communication between Virtual Machines and Partitioning of VLANs

The same type of virtual server located on the same physical machine can use virtual switches to achieve bandwidth connectivity, as shown in Figure3.Figure 3
Schematic diagram of virtual switch.As shown in Figure3, a virtual server of the same type located at the same deployment node first connects to the compute node through its virtual switch and then communicates with the external physical network card to dock with the network. A virtual switch also contains a number of interfaces, and the virtual machine is connected to the virtual switch via the virtual interface VIF. The bandwidth traffic between file processing server 1 and file processing server 2 and between Web server 1 and Web server 2 are all generated inside the compute node without consuming the actual bandwidth. But the virtual servers of two different computing nodes need to consume the actual bandwidth for data exchange. Virtual servers of the same type located at different deployment nodes can establish VLANs on the virtual switches to exchange data between different computing nodes in the same subnet. And through the partition of VLAN, the whole system can also run stably when one of the servers breaks down or overloads. As shown in Figure 4, file processing server 1 connects to file processing server 2 via VLAN100 by encapsulating 802.1q on a Trunk link, and Web server 1 connects to Web server 2 via VLAN200, each of which forms a virtual machine server cluster.Figure 4
Schematic diagram of VLAN management.


### 2.1.2. Achieving Elastic Expansion

The resilient scalability of the virtual server is achieved by the Nova, Glance, Neutron, Ceilometer, and Heat components in OpenStack. Among them, the Nova component is responsible for the creation and recycling of virtual machine instances, the Glance component is responsible for the management of virtual machine images, the mirror files of different types of servers will be managed by Glance, the Ceilometer is responsible for monitoring the use of various virtual machine resources, the Neutron component is responsible for allocating network resources for creating virtual machines, and Heat is responsible for the resilient scalability of virtual server clusters by invoking the above components. The flex architecture schematic is shown in Figure5.Figure 5
Schematic diagram of elastic telescopic structure.As shown in Figure5, you first monitor the working status of each virtual server cluster through Ceilometer Colleter, which includes metrics such as CPU and memory. This monitoring data is then reflected to the Heat engine, which determines whether to trigger the Ceilometer Alarm by whether the monitoring data reaches the threshold in the Heat template, which holds the threshold for adding or reducing instances. In this system, the threshold is set to create a virtual instance when the CPU usage is greater than 70% in a minute and delete a virtual instance when the CPU usage is less than 20% in a minute. When an alert is triggered, Heat calls Nova, Glance, and Neutron to create or delete a virtual instance based on the resource configuration in the template for system resilience.


## 2.1.1. Communication between Virtual Machines and Partitioning of VLANs

The same type of virtual server located on the same physical machine can use virtual switches to achieve bandwidth connectivity, as shown in Figure3.Figure 3
Schematic diagram of virtual switch.As shown in Figure3, a virtual server of the same type located at the same deployment node first connects to the compute node through its virtual switch and then communicates with the external physical network card to dock with the network. A virtual switch also contains a number of interfaces, and the virtual machine is connected to the virtual switch via the virtual interface VIF. The bandwidth traffic between file processing server 1 and file processing server 2 and between Web server 1 and Web server 2 are all generated inside the compute node without consuming the actual bandwidth. But the virtual servers of two different computing nodes need to consume the actual bandwidth for data exchange. Virtual servers of the same type located at different deployment nodes can establish VLANs on the virtual switches to exchange data between different computing nodes in the same subnet. And through the partition of VLAN, the whole system can also run stably when one of the servers breaks down or overloads. As shown in Figure 4, file processing server 1 connects to file processing server 2 via VLAN100 by encapsulating 802.1q on a Trunk link, and Web server 1 connects to Web server 2 via VLAN200, each of which forms a virtual machine server cluster.Figure 4
Schematic diagram of VLAN management.


## 2.1.2. Achieving Elastic Expansion

The resilient scalability of the virtual server is achieved by the Nova, Glance, Neutron, Ceilometer, and Heat components in OpenStack. Among them, the Nova component is responsible for the creation and recycling of virtual machine instances, the Glance component is responsible for the management of virtual machine images, the mirror files of different types of servers will be managed by Glance, the Ceilometer is responsible for monitoring the use of various virtual machine resources, the Neutron component is responsible for allocating network resources for creating virtual machines, and Heat is responsible for the resilient scalability of virtual server clusters by invoking the above components. The flex architecture schematic is shown in Figure5.Figure 5
Schematic diagram of elastic telescopic structure.As shown in Figure5, you first monitor the working status of each virtual server cluster through Ceilometer Colleter, which includes metrics such as CPU and memory. This monitoring data is then reflected to the Heat engine, which determines whether to trigger the Ceilometer Alarm by whether the monitoring data reaches the threshold in the Heat template, which holds the threshold for adding or reducing instances. In this system, the threshold is set to create a virtual instance when the CPU usage is greater than 70% in a minute and delete a virtual instance when the CPU usage is less than 20% in a minute. When an alert is triggered, Heat calls Nova, Glance, and Neutron to create or delete a virtual instance based on the resource configuration in the template for system resilience.


## 3. Software Deployment Design

### 3.1. Student Module

Students’ module mainly introduces English proficiency testing, booking classes, canceling classes, viewing classes, students classes, and account management functions. Visit the website first will enter the website homepage, the website homepage includes registration, login, online customer service, beginner’s guide and level test and other functions for students to use, at the same time, the website will also post the corresponding announcements on the company and news board and other dynamic information for visitors to understand the website and company services.About English proficiency test, this function is used to test the students’ English proficiency so that teachers can have a general understanding of the students’ current English learning situation so that teachers can provide corresponding curriculum programs for students. After the students log in, they enter the test and evaluation system. Then, the system selects test questions randomly from the question bank. After the students answer, they submit their answers. The scoring mechanism is(1)D=1n∑i=1nfi.Of these,D represents the reddest rating, n the total number of tests, and fn the score corresponding to the n test.And there are(2)fn=1−cλx.Among them,c represents the proportion of wrong answers to test questions, λ represents the weight of test questions, and x represents the total score of test questions.On this basis, the system will be graded to show the results to the students, while the test results in the student file. Teachers can systematically view the results of the students’ tests and tailor learning programs for students, and students make appointments for the appropriate courses. This function relies on the function of checking the appointment schedule. Students can click the teacher’s name to enter the detailed timetable of the day when the teacher can make an appointment. The blank of “appointment” in the timetable is the time when the student can make an appointment. Students can click to enter the detailed information of the appointment. At the top of the timetable, there is a specific introduction about the teacher for their reference. When a course is qualified, the information for the course is automatically updated in the following mode:(3)Tfn=t−1n.Of these,Tfn represents the number of remaining courses on the fn level, and t represents the total number of courses on the fn level.At the same time, students log in to view teachers who can make appointments within their desired time and then make appointments. Among them, the generation mechanism of optional courses is(4)t=DT⊂fn.Among them,DT means T course belongs to grade. On this basis, if the balance in the student account is insufficient, the system prompts the student and, conversely, the appointment is successful, and the information is filed with the student and the teacher. Look at the list of teachers who have made appointments. See the list of teachers who can make appointments one day a week. Students choose a teacher, also enter the teacher details booking schedule screen, booking time click into the booking details fill in the course type, course name, textbook, message, monthly card. Once the operation is complete, the successful operation returns the reservation success; otherwise, the reservation fails. It should be noted that the students did not make an appointment before clicking on the appointment, so it is possible that more than one student is filling in the appointment information of the same teacher for the same period of time. In this case, the first student who clicks to submit the appointment is the subject of the appointment, and the other students remind others that they have been booked after clicking on the submission of the appointment, so as to prevent the possibility that the appointment will be repeated during this special period of time [22–24].Similarly, if a student needs to cancel a course, in order to avoid a course being left empty, the course cannot be cancelled if the student is allowed to cancel the course within the specified time limit. If the total number of courses to be cancelled isW and the number of courses to be cancelled is N, then the allowed cancellation time is
(5)w=pWNOf these,w states the time allowed to cancel the course, and the p states the minimum standards set for the course.The function allows students to view the information of the courses and history courses, in which students can view the video records of previous classes, teacher evaluation, and consumption information. Students log in to the Personal Center, where they can view course history information from the course history list. View course appointment information through the appointment list.


### 3.2. Teacher Module

The teacher module mainly introduces the function point of checking the course booked, checking the student information, teaching, reading the history record, managing personal information, and retrieving the password. First, look at courses that have been booked: Teachers need only log in to the Personal Centre to view the courses they have booked. You can view the details of the courses in the Personal Centre. Teachers in the member center can check their own course information system according to teachers, course status, and date to select qualified courses, using an array of flash to save the course information in this grid; there is 1 class hour, and no class hour is 0. You can see the details of the course by clicking on the course button. Teachers to enter the system; we must first log in. Enter the user name and password, and click the button; the system will read from the database list to find the matching information can enter the membership center and show the teacher within a week curriculum. If one of the two items of information is not filled in or the information does not match the database, the system will give the corresponding prompt. Not only that, teachers can also view student information. After logging in, teachers can enter the personal center, where they can view the courses that have been booked, select the corresponding courses to view the details of the courses, and select the students that they want to know to view the students’ detailed information. After teachers log in and enter the details of the courses, click the students’ names to view the students’ detailed information. The two functions are interrelated, so you can switch functions directly within the system by correlating them as follows:(6)P=p∑i=1Nwwi.Among them,P means management plan, and wi means course correlation coefficient to.Based on this, after class time, teachers can enter the video conversation system and call students. After the students accept, class begins. If the curriculum cannot be carried out normally because of irresistible factors, teachers should wait for the time to evaluate the curriculum. The flow of class is shown in the diagram. Teachers log in to the Personal Center, where they can view the courses that have been booked, and select the corresponding courses to view the course details. Select the course you want to take and enter the video session. After class, the teacher can evaluate the course. After the teacher finishes the course, the teacher enters the evaluation page to evaluate the course. The teacher writes down his or her own assessment of the class and the students, leaving homework if needed, and the information will be fed back to the students. If the course does not proceed normally due to technical problems or other factors, the instructor may also set the course status to facilitate processing later.


### 3.3. Background Management Module

The backstage management module focuses on the following functions: course planning, classroom management, reading log list, data analysis, teacher account management, student account management, administrator account management, news bulletin, advertisement management, user evaluation management, teaching activity display management, short message notification management, and personal information management.With regard to scheduling, each teacher’s class schedule may be arranged, and a class may be modified or cancelled. The administrator or salesman can add, cancel, or modify the courses that need to be modified after entering the page of arranging course plan. It should be noted that when adding a course operation, you need to select the course date to avoid conflicts with other courses. On this basis, the time-based relationships between student courses are as follows:(7)κ=lcma,b.Among them,κ denotes correlation coefficient, and lcma,b denotes the minimum distance between a and b course time.Select ParameterL Enable
(8)gcdLκmodn2,n=1.Of these,gcd represents the maximum duration of the course, L the rated duration, and n the total number of courses so that the public time is n,L.Assuming that the course to be operated isZ, the alternative course is obtained by association of homomorphic time (n, L):
(9)δ=c=EL,Z=rnmodn2Among them,c means time non-overlapping courses, and Emeans conversion function.On the basis of the above, classroom management provides a video environment; administrators can view the classroom at any time, or new rooms or reconfigure room information. Through the rights, configuration can manage whether the account access to a room to listen to lectures. The permission configuration is consistent with the course association in the following way:(10)δ=c=EL,Z=rnmodn2.δ represents permission settings that allow access. After logging on, the salesman will go to the classroom management page. In the room information displayed, the room information can be modified to view the class or new room.


## 3.1. Student Module

Students’ module mainly introduces English proficiency testing, booking classes, canceling classes, viewing classes, students classes, and account management functions. Visit the website first will enter the website homepage, the website homepage includes registration, login, online customer service, beginner’s guide and level test and other functions for students to use, at the same time, the website will also post the corresponding announcements on the company and news board and other dynamic information for visitors to understand the website and company services.About English proficiency test, this function is used to test the students’ English proficiency so that teachers can have a general understanding of the students’ current English learning situation so that teachers can provide corresponding curriculum programs for students. After the students log in, they enter the test and evaluation system. Then, the system selects test questions randomly from the question bank. After the students answer, they submit their answers. The scoring mechanism is(1)D=1n∑i=1nfi.Of these,D represents the reddest rating, n the total number of tests, and fn the score corresponding to the n test.And there are(2)fn=1−cλx.Among them,c represents the proportion of wrong answers to test questions, λ represents the weight of test questions, and x represents the total score of test questions.On this basis, the system will be graded to show the results to the students, while the test results in the student file. Teachers can systematically view the results of the students’ tests and tailor learning programs for students, and students make appointments for the appropriate courses. This function relies on the function of checking the appointment schedule. Students can click the teacher’s name to enter the detailed timetable of the day when the teacher can make an appointment. The blank of “appointment” in the timetable is the time when the student can make an appointment. Students can click to enter the detailed information of the appointment. At the top of the timetable, there is a specific introduction about the teacher for their reference. When a course is qualified, the information for the course is automatically updated in the following mode:(3)Tfn=t−1n.Of these,Tfn represents the number of remaining courses on the fn level, and t represents the total number of courses on the fn level.At the same time, students log in to view teachers who can make appointments within their desired time and then make appointments. Among them, the generation mechanism of optional courses is(4)t=DT⊂fn.Among them,DT means T course belongs to grade. On this basis, if the balance in the student account is insufficient, the system prompts the student and, conversely, the appointment is successful, and the information is filed with the student and the teacher. Look at the list of teachers who have made appointments. See the list of teachers who can make appointments one day a week. Students choose a teacher, also enter the teacher details booking schedule screen, booking time click into the booking details fill in the course type, course name, textbook, message, monthly card. Once the operation is complete, the successful operation returns the reservation success; otherwise, the reservation fails. It should be noted that the students did not make an appointment before clicking on the appointment, so it is possible that more than one student is filling in the appointment information of the same teacher for the same period of time. In this case, the first student who clicks to submit the appointment is the subject of the appointment, and the other students remind others that they have been booked after clicking on the submission of the appointment, so as to prevent the possibility that the appointment will be repeated during this special period of time [22–24].Similarly, if a student needs to cancel a course, in order to avoid a course being left empty, the course cannot be cancelled if the student is allowed to cancel the course within the specified time limit. If the total number of courses to be cancelled isW and the number of courses to be cancelled is N, then the allowed cancellation time is
(5)w=pWNOf these,w states the time allowed to cancel the course, and the p states the minimum standards set for the course.The function allows students to view the information of the courses and history courses, in which students can view the video records of previous classes, teacher evaluation, and consumption information. Students log in to the Personal Center, where they can view course history information from the course history list. View course appointment information through the appointment list.


## 3.2. Teacher Module

The teacher module mainly introduces the function point of checking the course booked, checking the student information, teaching, reading the history record, managing personal information, and retrieving the password. First, look at courses that have been booked: Teachers need only log in to the Personal Centre to view the courses they have booked. You can view the details of the courses in the Personal Centre. Teachers in the member center can check their own course information system according to teachers, course status, and date to select qualified courses, using an array of flash to save the course information in this grid; there is 1 class hour, and no class hour is 0. You can see the details of the course by clicking on the course button. Teachers to enter the system; we must first log in. Enter the user name and password, and click the button; the system will read from the database list to find the matching information can enter the membership center and show the teacher within a week curriculum. If one of the two items of information is not filled in or the information does not match the database, the system will give the corresponding prompt. Not only that, teachers can also view student information. After logging in, teachers can enter the personal center, where they can view the courses that have been booked, select the corresponding courses to view the details of the courses, and select the students that they want to know to view the students’ detailed information. After teachers log in and enter the details of the courses, click the students’ names to view the students’ detailed information. The two functions are interrelated, so you can switch functions directly within the system by correlating them as follows:(6)P=p∑i=1Nwwi.Among them,P means management plan, and wi means course correlation coefficient to.Based on this, after class time, teachers can enter the video conversation system and call students. After the students accept, class begins. If the curriculum cannot be carried out normally because of irresistible factors, teachers should wait for the time to evaluate the curriculum. The flow of class is shown in the diagram. Teachers log in to the Personal Center, where they can view the courses that have been booked, and select the corresponding courses to view the course details. Select the course you want to take and enter the video session. After class, the teacher can evaluate the course. After the teacher finishes the course, the teacher enters the evaluation page to evaluate the course. The teacher writes down his or her own assessment of the class and the students, leaving homework if needed, and the information will be fed back to the students. If the course does not proceed normally due to technical problems or other factors, the instructor may also set the course status to facilitate processing later.


## 3.3. Background Management Module

The backstage management module focuses on the following functions: course planning, classroom management, reading log list, data analysis, teacher account management, student account management, administrator account management, news bulletin, advertisement management, user evaluation management, teaching activity display management, short message notification management, and personal information management.With regard to scheduling, each teacher’s class schedule may be arranged, and a class may be modified or cancelled. The administrator or salesman can add, cancel, or modify the courses that need to be modified after entering the page of arranging course plan. It should be noted that when adding a course operation, you need to select the course date to avoid conflicts with other courses. On this basis, the time-based relationships between student courses are as follows:(7)κ=lcma,b.Among them,κ denotes correlation coefficient, and lcma,b denotes the minimum distance between a and b course time.Select ParameterL Enable
(8)gcdLκmodn2,n=1.Of these,gcd represents the maximum duration of the course, L the rated duration, and n the total number of courses so that the public time is n,L.Assuming that the course to be operated isZ, the alternative course is obtained by association of homomorphic time (n, L):
(9)δ=c=EL,Z=rnmodn2Among them,c means time non-overlapping courses, and Emeans conversion function.On the basis of the above, classroom management provides a video environment; administrators can view the classroom at any time, or new rooms or reconfigure room information. Through the rights, configuration can manage whether the account access to a room to listen to lectures. The permission configuration is consistent with the course association in the following way:(10)δ=c=EL,Z=rnmodn2.δ represents permission settings that allow access. After logging on, the salesman will go to the classroom management page. In the room information displayed, the room information can be modified to view the class or new room.


## 4. Case Analysis of SPOC Mixed Teaching System in College English Listening Teaching

This paper applies the design of this kind of teaching system to the actual teaching class and explores the effective ways of SPOC mixed teaching system to help students solve the problems in listening.


### 4.1. Case Presentation

This section presents a case study of SPOC mixed instruction in narrative style. English listening is an example.


#### 4.1.1. Teaching Material Analysis

There are ten units in this book. Each unit consists of four parts: Section A, Grammar Focus, Section B, and Self-Check. Section B’s 3A-3C is the listening part. Each unit has a listening topic.


#### 4.1.2. Teaching Contents

This is Unit 1: Where did you go on a vacation? The topic of this listening lesson is to learn how to use the past tense to write your own travel experience. Travel experience is easy to introduce because of its practical communicative function and close to students’ life. If you are Li Hua, you went to Beijing with your family on April 7. Please describe your experiences and feelings about the day. Tips: (1) Visit the Summer Palace (climb Longevity Hill; go boating in Kunming Lake), (2) eat Beijing roast duck, (3) visit Wangfujing Street, etc.


#### 4.1.3. Academic Analysis

The students in this class are the freshmen, so they are not familiar with it. The freshmen are not fluent in listening, and their listening ability needs to be improved. Students just promoted to a higher level of learning motivation. The topic of this listening lesson is travel record, which is closely related to students’ life. Therefore, most students will be interested in this topic and have high enthusiasm for learning.


#### 4.1.4. Teaching Objectives

Goal: Let the students know the type of narrative text and master the basic requirements of narrative text so that they can use the past tense to describe the travel experience.Ability goal: In the listening practice, it enhances the student’s listening ability. Improve the students’ listening and correcting ability in peer review and correction activities.Emotional goal: To stimulate the students’ sense of cooperation and self-learning. Let the students learn to record the life and be more grateful for the life through listening practice.


#### 4.1.5. Heavy Difficulties in Teaching

Teaching focuses on explaining the specific use of the past tense. The difficulty of teaching is to make students communicate with each other in listening practice and then improve their English listening ability.


#### 4.1.6. Teaching Process

(1)
Pre-class online learningBefore class, the teacher uploads the video to the online class group. After watching the microvideo, the students completed the analysis table and recorded the content of the microvideo that was not understood.(2)
Design intentPost the video in advance, let the students know what they will learn in advance, and finish the paper analysis, and ask questions about what they do not know. Teachers understand that students learn better in the classroom.


### 4.2. Analysis and Discussion of Research Effect

#### 4.2.1. Improving Students’ English Listening Performance

Before and after the application of the SPOC teaching system, listening tests are carried out. The grading method is carried out by the same English teacher in the same grade according to the criteria for judging college compositions, thus ensuring the authenticity and validity of the grades. The paired sample T test in SPSS20.0 software was used to compare the results of the two tests. The results of the analysis are shown in Table1.Table 1
Statistical table of pre-test and post-test results of application research.
NMean valueStandard deviationStandard error of meanPretest566.462.7890.462Posttest568.312.3340.375Table1 is a statistical table of the scores of the two listening tests before and after the application of the SPOC mixed teaching system to the study. In the pre-study test, the average score of the composition score is 6.46 (reserved to the last two decimal places), while in the post-test, the average score of the listening test score is 8.31, and the difference between the two scores is 1.87. However, in order to judge whether the difference of the average scores of the two tests is significant and statistically significant, the author has carried out the paired sample T test.The analysis results are shown in Table2. The average score of the pre-test and post-test increased by 1.258 points, and the bilateral significance test coefficient Sig (bilateral) was 0.000, less than 0.001, which fully showed that the sample had significant differences and verified that the students’ listening level had increased significantly after the application of the study.Table 2
Paired samplet-test table of test scores before and after the application study.
Compositional differencetdfSig95% confidence interval for differenceMean valueStandard deviationStandard error of meanUpper limitLower limitBefore research7.31561.542-15.396-4.514540.000Based on the analysis of the above results, it is found that there is a significant difference between the two listening tests before and after the study, and the students’ listening performance is improved. Thus it can be seen that the application of SPOC hybrid teaching system in English listening teaching can significantly improve students’ listening performance.


#### 4.2.2. Promoting Students’ Interest in English Listening

Interest is the potential impetus to promote students’ sustainable development in learning. Only students who are interested in this subject can actively participate in and actively absorb and use knowledge. It has been proved that the SPOC mixed teaching system can effectively change students’ English listening attitude and improve their listening interest and desire in the teaching practice as shown in Table3.Table 3
Comparative statistics of students’ listening motivation and attitude before and after the study.
Comparative termEffective optionPre-run research/%Percentage of research applied/%I think English listeningVery important66.182.1Important30.414.3Unimportant3.63.6My listening purposes areImprove communicative competence25.028.6Be interested10.750.0Complete an assignment17.910.7Prepare for an examination46.410.7I have confidence in improving my listeningVery much14.232.1Yes26.835.7Hardly any48.225.0Not at all8.97.1From the questionnaire before and after the study, we can find that the proportion of students who think English listening is important has increased by 16%, which shows that students’ motivation for listening is enhanced. About one in five students still believe that listening is for homework and exams, but interest in English listening has increased from 10.7% to 50%. Half of the students are interested in listening, indicating that SPOC mixed teaching arouses students’ interest in learning despite the pressure of entrance examinations. According to Slavin, stimulating students’ intrinsic motivation should focus on stimulating their interest, getting them excited about learning, and then actively engaging with it. In the previous survey, 48.2% of the students had no confidence in English listening comprehension, 8.9% had no confidence at all, that is to say, 5 students had no confidence at all, and only about one-third of the students had no confidence after using the mixed teaching method. The attitude of listening has changed from fear of hearing and boredom with hearing to relaxation, activity, and positivity.


#### 4.2.3. Stimulating Students’ Initiative and Spirit of Mutual Assistance in English Listening

In this study, a second questionnaire survey was conducted at the end of the study. Among the questionnaires, 10-13 questions were all about learner autonomy and cooperative learning, and the following data were obtained. Table4 is the comparison statistics of pre-test and post-test mean of students’ needs.Table 4
Comparison statistics of pre-test and post-test mean of students’ needs.
Comparative termBefore and after researchMean valueNStandard deviationTSigAutonomous learning needBefore research12.85563.367− 11.8930.000After research15.83562.421Cooperative learning demandBefore research7.31561.542− 15.3960.000After research8.98561.193The specific implementation process of this study is to focus on the cultivation of group cooperation, so that students from the original independent listening to mutual learning system, from the above needs of students before and after the test mean comparative statistical table can be seen, before and after the study was paired T test, independent learning needs and cooperative learning before and after the study there are significant differences, with a statistical significance (P value of 0.000, less than 0.001). After the application of the study, the mean value of students’ autonomous learning needs changed from 12.85 to 15.83, which shows that SPOC mixed teaching is helpful to meet students’ autonomous learning needs. After the application of the study, the mean value of students’ autonomous learning needs changed from 7.31 to 8.98. The mean value after the study was higher than that before the study. As can be seen from the table, the standard deviation decreases, indicating that the state tends to stabilize. In class, students are also observed to be attentive and to think actively when they finish reviewing the first draft of a topic. Through the rational and effective application of SPOC mixed teaching system in college English listening teaching, students are generally optimistic about the implementation of SPOC mixed teaching in English listening class. As a result, they become more demanding of themselves in listening and more willing to engage in communication. SPOC listening class overthrows the traditional teaching system. Teachers become the assistant of students’ learning, and students become the main body of listening. Listening becomes the process of discovery and creation in a real sense.


#### 4.2.4. Improving Students’ Listening Habits

Listening is a process of gradual improvement. More attention should be paid to learning methods. Learning habits are the key to improving students’ scores. Statistical analysis of the questionnaires before and after the study is conducted.As can be seen from Table5, the paired T test was performed before and after the study, and the difference was statistically significant (P was 0.000, less than 0.001). Before the study, the mean value of the analysis of the composition was 3.46, and the mean value was 4.37 after the application of the study. Before the study, the students often listed the outline or the mean value of the keywords before the study was larger than that before the study, indicating that the study was effective. The students start to develop the habit of writing more and practicing more after class. Good listening habits play a vital role in improving students’ listening ability. The teaching reform of listening experiment class focuses on guiding students to form good listening habits, reflecting and adjusting, forming listening habits after class, and improving listening ability steadily.Table 5
Comparison of students’ listening habits before and after the study.
Comparative termBefore and after researchMean valueNStandard deviationTSig14 carefully examine the questions and analyze the requirements and purposes of listeningBefore research3.46560.954− 11.230.000After research4.37560.675Can you make an outline or key words during the listening processBefore research3.43560.963− 10.45After research4.01560.878If you do not understand something, try to express it in your own wayBefore research2.87560.951-9.6310.000After research4.00561.116Apart from the homework assigned by the teacher, do you listen to the text independentlyBefore research2.93560.9645.7620.000After research3.86560.887


## 4.1. Case Presentation

This section presents a case study of SPOC mixed instruction in narrative style. English listening is an example.


### 4.1.1. Teaching Material Analysis

There are ten units in this book. Each unit consists of four parts: Section A, Grammar Focus, Section B, and Self-Check. Section B’s 3A-3C is the listening part. Each unit has a listening topic.


### 4.1.2. Teaching Contents

This is Unit 1: Where did you go on a vacation? The topic of this listening lesson is to learn how to use the past tense to write your own travel experience. Travel experience is easy to introduce because of its practical communicative function and close to students’ life. If you are Li Hua, you went to Beijing with your family on April 7. Please describe your experiences and feelings about the day. Tips: (1) Visit the Summer Palace (climb Longevity Hill; go boating in Kunming Lake), (2) eat Beijing roast duck, (3) visit Wangfujing Street, etc.


### 4.1.3. Academic Analysis

The students in this class are the freshmen, so they are not familiar with it. The freshmen are not fluent in listening, and their listening ability needs to be improved. Students just promoted to a higher level of learning motivation. The topic of this listening lesson is travel record, which is closely related to students’ life. Therefore, most students will be interested in this topic and have high enthusiasm for learning.


### 4.1.4. Teaching Objectives

Goal: Let the students know the type of narrative text and master the basic requirements of narrative text so that they can use the past tense to describe the travel experience.Ability goal: In the listening practice, it enhances the student’s listening ability. Improve the students’ listening and correcting ability in peer review and correction activities.Emotional goal: To stimulate the students’ sense of cooperation and self-learning. Let the students learn to record the life and be more grateful for the life through listening practice.


### 4.1.5. Heavy Difficulties in Teaching

Teaching focuses on explaining the specific use of the past tense. The difficulty of teaching is to make students communicate with each other in listening practice and then improve their English listening ability.


### 4.1.6. Teaching Process

(1)
Pre-class online learningBefore class, the teacher uploads the video to the online class group. After watching the microvideo, the students completed the analysis table and recorded the content of the microvideo that was not understood.(2)
Design intentPost the video in advance, let the students know what they will learn in advance, and finish the paper analysis, and ask questions about what they do not know. Teachers understand that students learn better in the classroom.


## 4.1.1. Teaching Material Analysis

There are ten units in this book. Each unit consists of four parts: Section A, Grammar Focus, Section B, and Self-Check. Section B’s 3A-3C is the listening part. Each unit has a listening topic.


## 4.1.2. Teaching Contents

This is Unit 1: Where did you go on a vacation? The topic of this listening lesson is to learn how to use the past tense to write your own travel experience. Travel experience is easy to introduce because of its practical communicative function and close to students’ life. If you are Li Hua, you went to Beijing with your family on April 7. Please describe your experiences and feelings about the day. Tips: (1) Visit the Summer Palace (climb Longevity Hill; go boating in Kunming Lake), (2) eat Beijing roast duck, (3) visit Wangfujing Street, etc.


## 4.1.3. Academic Analysis

The students in this class are the freshmen, so they are not familiar with it. The freshmen are not fluent in listening, and their listening ability needs to be improved. Students just promoted to a higher level of learning motivation. The topic of this listening lesson is travel record, which is closely related to students’ life. Therefore, most students will be interested in this topic and have high enthusiasm for learning.


## 4.1.4. Teaching Objectives

Goal: Let the students know the type of narrative text and master the basic requirements of narrative text so that they can use the past tense to describe the travel experience.Ability goal: In the listening practice, it enhances the student’s listening ability. Improve the students’ listening and correcting ability in peer review and correction activities.Emotional goal: To stimulate the students’ sense of cooperation and self-learning. Let the students learn to record the life and be more grateful for the life through listening practice.


## 4.1.5. Heavy Difficulties in Teaching

Teaching focuses on explaining the specific use of the past tense. The difficulty of teaching is to make students communicate with each other in listening practice and then improve their English listening ability.


## 4.1.6. Teaching Process

(1)
Pre-class online learningBefore class, the teacher uploads the video to the online class group. After watching the microvideo, the students completed the analysis table and recorded the content of the microvideo that was not understood.(2)
Design intentPost the video in advance, let the students know what they will learn in advance, and finish the paper analysis, and ask questions about what they do not know. Teachers understand that students learn better in the classroom.


## 4.2. Analysis and Discussion of Research Effect

### 4.2.1. Improving Students’ English Listening Performance

Before and after the application of the SPOC teaching system, listening tests are carried out. The grading method is carried out by the same English teacher in the same grade according to the criteria for judging college compositions, thus ensuring the authenticity and validity of the grades. The paired sample T test in SPSS20.0 software was used to compare the results of the two tests. The results of the analysis are shown in Table1.Table 1
Statistical table of pre-test and post-test results of application research.
NMean valueStandard deviationStandard error of meanPretest566.462.7890.462Posttest568.312.3340.375Table1 is a statistical table of the scores of the two listening tests before and after the application of the SPOC mixed teaching system to the study. In the pre-study test, the average score of the composition score is 6.46 (reserved to the last two decimal places), while in the post-test, the average score of the listening test score is 8.31, and the difference between the two scores is 1.87. However, in order to judge whether the difference of the average scores of the two tests is significant and statistically significant, the author has carried out the paired sample T test.The analysis results are shown in Table2. The average score of the pre-test and post-test increased by 1.258 points, and the bilateral significance test coefficient Sig (bilateral) was 0.000, less than 0.001, which fully showed that the sample had significant differences and verified that the students’ listening level had increased significantly after the application of the study.Table 2
Paired samplet-test table of test scores before and after the application study.
Compositional differencetdfSig95% confidence interval for differenceMean valueStandard deviationStandard error of meanUpper limitLower limitBefore research7.31561.542-15.396-4.514540.000Based on the analysis of the above results, it is found that there is a significant difference between the two listening tests before and after the study, and the students’ listening performance is improved. Thus it can be seen that the application of SPOC hybrid teaching system in English listening teaching can significantly improve students’ listening performance.


### 4.2.2. Promoting Students’ Interest in English Listening

Interest is the potential impetus to promote students’ sustainable development in learning. Only students who are interested in this subject can actively participate in and actively absorb and use knowledge. It has been proved that the SPOC mixed teaching system can effectively change students’ English listening attitude and improve their listening interest and desire in the teaching practice as shown in Table3.Table 3
Comparative statistics of students’ listening motivation and attitude before and after the study.
Comparative termEffective optionPre-run research/%Percentage of research applied/%I think English listeningVery important66.182.1Important30.414.3Unimportant3.63.6My listening purposes areImprove communicative competence25.028.6Be interested10.750.0Complete an assignment17.910.7Prepare for an examination46.410.7I have confidence in improving my listeningVery much14.232.1Yes26.835.7Hardly any48.225.0Not at all8.97.1From the questionnaire before and after the study, we can find that the proportion of students who think English listening is important has increased by 16%, which shows that students’ motivation for listening is enhanced. About one in five students still believe that listening is for homework and exams, but interest in English listening has increased from 10.7% to 50%. Half of the students are interested in listening, indicating that SPOC mixed teaching arouses students’ interest in learning despite the pressure of entrance examinations. According to Slavin, stimulating students’ intrinsic motivation should focus on stimulating their interest, getting them excited about learning, and then actively engaging with it. In the previous survey, 48.2% of the students had no confidence in English listening comprehension, 8.9% had no confidence at all, that is to say, 5 students had no confidence at all, and only about one-third of the students had no confidence after using the mixed teaching method. The attitude of listening has changed from fear of hearing and boredom with hearing to relaxation, activity, and positivity.


### 4.2.3. Stimulating Students’ Initiative and Spirit of Mutual Assistance in English Listening

In this study, a second questionnaire survey was conducted at the end of the study. Among the questionnaires, 10-13 questions were all about learner autonomy and cooperative learning, and the following data were obtained. Table4 is the comparison statistics of pre-test and post-test mean of students’ needs.Table 4
Comparison statistics of pre-test and post-test mean of students’ needs.
Comparative termBefore and after researchMean valueNStandard deviationTSigAutonomous learning needBefore research12.85563.367− 11.8930.000After research15.83562.421Cooperative learning demandBefore research7.31561.542− 15.3960.000After research8.98561.193The specific implementation process of this study is to focus on the cultivation of group cooperation, so that students from the original independent listening to mutual learning system, from the above needs of students before and after the test mean comparative statistical table can be seen, before and after the study was paired T test, independent learning needs and cooperative learning before and after the study there are significant differences, with a statistical significance (P value of 0.000, less than 0.001). After the application of the study, the mean value of students’ autonomous learning needs changed from 12.85 to 15.83, which shows that SPOC mixed teaching is helpful to meet students’ autonomous learning needs. After the application of the study, the mean value of students’ autonomous learning needs changed from 7.31 to 8.98. The mean value after the study was higher than that before the study. As can be seen from the table, the standard deviation decreases, indicating that the state tends to stabilize. In class, students are also observed to be attentive and to think actively when they finish reviewing the first draft of a topic. Through the rational and effective application of SPOC mixed teaching system in college English listening teaching, students are generally optimistic about the implementation of SPOC mixed teaching in English listening class. As a result, they become more demanding of themselves in listening and more willing to engage in communication. SPOC listening class overthrows the traditional teaching system. Teachers become the assistant of students’ learning, and students become the main body of listening. Listening becomes the process of discovery and creation in a real sense.


### 4.2.4. Improving Students’ Listening Habits

Listening is a process of gradual improvement. More attention should be paid to learning methods. Learning habits are the key to improving students’ scores. Statistical analysis of the questionnaires before and after the study is conducted.As can be seen from Table5, the paired T test was performed before and after the study, and the difference was statistically significant (P was 0.000, less than 0.001). Before the study, the mean value of the analysis of the composition was 3.46, and the mean value was 4.37 after the application of the study. Before the study, the students often listed the outline or the mean value of the keywords before the study was larger than that before the study, indicating that the study was effective. The students start to develop the habit of writing more and practicing more after class. Good listening habits play a vital role in improving students’ listening ability. The teaching reform of listening experiment class focuses on guiding students to form good listening habits, reflecting and adjusting, forming listening habits after class, and improving listening ability steadily.Table 5
Comparison of students’ listening habits before and after the study.
Comparative termBefore and after researchMean valueNStandard deviationTSig14 carefully examine the questions and analyze the requirements and purposes of listeningBefore research3.46560.954− 11.230.000After research4.37560.675Can you make an outline or key words during the listening processBefore research3.43560.963− 10.45After research4.01560.878If you do not understand something, try to express it in your own wayBefore research2.87560.951-9.6310.000After research4.00561.116Apart from the homework assigned by the teacher, do you listen to the text independentlyBefore research2.93560.9645.7620.000After research3.86560.887


## 4.2.1. Improving Students’ English Listening Performance

Before and after the application of the SPOC teaching system, listening tests are carried out. The grading method is carried out by the same English teacher in the same grade according to the criteria for judging college compositions, thus ensuring the authenticity and validity of the grades. The paired sample T test in SPSS20.0 software was used to compare the results of the two tests. The results of the analysis are shown in Table1.Table 1
Statistical table of pre-test and post-test results of application research.
NMean valueStandard deviationStandard error of meanPretest566.462.7890.462Posttest568.312.3340.375Table1 is a statistical table of the scores of the two listening tests before and after the application of the SPOC mixed teaching system to the study. In the pre-study test, the average score of the composition score is 6.46 (reserved to the last two decimal places), while in the post-test, the average score of the listening test score is 8.31, and the difference between the two scores is 1.87. However, in order to judge whether the difference of the average scores of the two tests is significant and statistically significant, the author has carried out the paired sample T test.The analysis results are shown in Table2. The average score of the pre-test and post-test increased by 1.258 points, and the bilateral significance test coefficient Sig (bilateral) was 0.000, less than 0.001, which fully showed that the sample had significant differences and verified that the students’ listening level had increased significantly after the application of the study.Table 2
Paired samplet-test table of test scores before and after the application study.
Compositional differencetdfSig95% confidence interval for differenceMean valueStandard deviationStandard error of meanUpper limitLower limitBefore research7.31561.542-15.396-4.514540.000Based on the analysis of the above results, it is found that there is a significant difference between the two listening tests before and after the study, and the students’ listening performance is improved. Thus it can be seen that the application of SPOC hybrid teaching system in English listening teaching can significantly improve students’ listening performance.


## 4.2.2. Promoting Students’ Interest in English Listening

Interest is the potential impetus to promote students’ sustainable development in learning. Only students who are interested in this subject can actively participate in and actively absorb and use knowledge. It has been proved that the SPOC mixed teaching system can effectively change students’ English listening attitude and improve their listening interest and desire in the teaching practice as shown in Table3.Table 3
Comparative statistics of students’ listening motivation and attitude before and after the study.
Comparative termEffective optionPre-run research/%Percentage of research applied/%I think English listeningVery important66.182.1Important30.414.3Unimportant3.63.6My listening purposes areImprove communicative competence25.028.6Be interested10.750.0Complete an assignment17.910.7Prepare for an examination46.410.7I have confidence in improving my listeningVery much14.232.1Yes26.835.7Hardly any48.225.0Not at all8.97.1From the questionnaire before and after the study, we can find that the proportion of students who think English listening is important has increased by 16%, which shows that students’ motivation for listening is enhanced. About one in five students still believe that listening is for homework and exams, but interest in English listening has increased from 10.7% to 50%. Half of the students are interested in listening, indicating that SPOC mixed teaching arouses students’ interest in learning despite the pressure of entrance examinations. According to Slavin, stimulating students’ intrinsic motivation should focus on stimulating their interest, getting them excited about learning, and then actively engaging with it. In the previous survey, 48.2% of the students had no confidence in English listening comprehension, 8.9% had no confidence at all, that is to say, 5 students had no confidence at all, and only about one-third of the students had no confidence after using the mixed teaching method. The attitude of listening has changed from fear of hearing and boredom with hearing to relaxation, activity, and positivity.


## 4.2.3. Stimulating Students’ Initiative and Spirit of Mutual Assistance in English Listening

In this study, a second questionnaire survey was conducted at the end of the study. Among the questionnaires, 10-13 questions were all about learner autonomy and cooperative learning, and the following data were obtained. Table4 is the comparison statistics of pre-test and post-test mean of students’ needs.Table 4
Comparison statistics of pre-test and post-test mean of students’ needs.
Comparative termBefore and after researchMean valueNStandard deviationTSigAutonomous learning needBefore research12.85563.367− 11.8930.000After research15.83562.421Cooperative learning demandBefore research7.31561.542− 15.3960.000After research8.98561.193The specific implementation process of this study is to focus on the cultivation of group cooperation, so that students from the original independent listening to mutual learning system, from the above needs of students before and after the test mean comparative statistical table can be seen, before and after the study was paired T test, independent learning needs and cooperative learning before and after the study there are significant differences, with a statistical significance (P value of 0.000, less than 0.001). After the application of the study, the mean value of students’ autonomous learning needs changed from 12.85 to 15.83, which shows that SPOC mixed teaching is helpful to meet students’ autonomous learning needs. After the application of the study, the mean value of students’ autonomous learning needs changed from 7.31 to 8.98. The mean value after the study was higher than that before the study. As can be seen from the table, the standard deviation decreases, indicating that the state tends to stabilize. In class, students are also observed to be attentive and to think actively when they finish reviewing the first draft of a topic. Through the rational and effective application of SPOC mixed teaching system in college English listening teaching, students are generally optimistic about the implementation of SPOC mixed teaching in English listening class. As a result, they become more demanding of themselves in listening and more willing to engage in communication. SPOC listening class overthrows the traditional teaching system. Teachers become the assistant of students’ learning, and students become the main body of listening. Listening becomes the process of discovery and creation in a real sense.


## 4.2.4. Improving Students’ Listening Habits

Listening is a process of gradual improvement. More attention should be paid to learning methods. Learning habits are the key to improving students’ scores. Statistical analysis of the questionnaires before and after the study is conducted.As can be seen from Table5, the paired T test was performed before and after the study, and the difference was statistically significant (P was 0.000, less than 0.001). Before the study, the mean value of the analysis of the composition was 3.46, and the mean value was 4.37 after the application of the study. Before the study, the students often listed the outline or the mean value of the keywords before the study was larger than that before the study, indicating that the study was effective. The students start to develop the habit of writing more and practicing more after class. Good listening habits play a vital role in improving students’ listening ability. The teaching reform of listening experiment class focuses on guiding students to form good listening habits, reflecting and adjusting, forming listening habits after class, and improving listening ability steadily.Table 5
Comparison of students’ listening habits before and after the study.
Comparative termBefore and after researchMean valueNStandard deviationTSig14 carefully examine the questions and analyze the requirements and purposes of listeningBefore research3.46560.954− 11.230.000After research4.37560.675Can you make an outline or key words during the listening processBefore research3.43560.963− 10.45After research4.01560.878If you do not understand something, try to express it in your own wayBefore research2.87560.951-9.6310.000After research4.00561.116Apart from the homework assigned by the teacher, do you listen to the text independentlyBefore research2.93560.9645.7620.000After research3.86560.887


## 5. Conclusion

This study applies SPOC hybrid teaching system to college English listening class, carries out pre-test and post-test, respectively, and uses SPSS20.0 software to carry out the mean data comparison analysis and the paired sample T test on the listening performance of students using SPOC hybrid teaching system and those using traditional teaching system. Through qualitative and quantitative research, the effectiveness of SPOC hybrid teaching system is tested. The results show that SPOC hybrid English teaching system is different from traditional English listening teaching. The details are as follows: ​​​​​​​(1)
In terms of improving English listening. Based on the analysis of the data from the pre-test and post-test, the results show that the SPOC listening teaching system is better than the traditional teaching system, and the research achieves the expected results(2)
In raising interest in English listening. According to the questionnaire survey before the experiment, students are generally negative about English listening and think that English listening is the most difficult part of English learning. Some students have low self-confidence in listening and are afraid of difficulties. In the survey data after the study, we can find that the proportion of students with this kind of situation is decreasing. In the SPOC hybrid teaching system, teachers guide students to actively participate in listening comprehension by means of teaching video, class string talk supplement, group discussion and peer review. Different from the drudgery of traditional classroom teaching, the new teaching system gives the main weight of English listening teaching back to the students so that students can really enjoy English listening. Therefore, SPOC hybrid teaching system can effectively improve students’ interest in English listening(3)
In stimulating students’ initiative and mutual help in English listening learning. The status of teachers and students has changed a lot. Teachers have become the assistant of students’ learning and students have become the main body of listening. Listening has become the process of discovery and creation in a real sense. In this teaching system, the traditional independent listening is changed into cooperative learning, which makes students have a new understanding of English listening, improves students’ sense of listening interaction, and expands students’ creative thinking. The improvement of students’ listening habits can be embodied, which promotes students’ comprehensive language use ability(4)
In terms of improving English listening learning habits. After one semester’s study, the students’ listening habits have been improved and their comprehensive language ability has been greatly improved. Based on the above analysis and the data analysis, it can be proved that the teaching effect of SPOC Hybrid Listening Teaching System is better than that of the traditional one



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