# A Comparative Study on the Demand Analysis of Follow-Up Teaching Courses of English Curriculum Based on Embedded Wireless Communication Multimedia Aid

Authors: Wei Xue; Xiaoxia Lu
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

College English follow-up courses are an important part of “University English Curriculum Teaching Requirements” and college English curriculum reform, and its purpose is to meet the individual needs of learners at different levels. “College English Curriculum Teaching Requirements” pointed out “Each school should design its own college English curriculum system according to the curriculum requirements and the college English teaching objectives of the school, while ensuring the improvement of students’ language proficiency, it should be conducive to students’ personalized learning. to meet their respective development requirements.” With the rise and development of computer technology, human society has ushered in the fifth information technology revolution. In just a few decades, people’s life and production methods have undergone tremendous changes. Computer information technology has been widely used in military, medical, commercial, education, and industrial fields. Multimedia-assisted teaching has incomparable advantages in these situations. The use of network, computer, and multimedia has made the English classroom teaching methods changed essentially. Due to the huge storage capacity of the computer, it can use graphics, sound, and animation to express, organize, and store the corresponding text knowledge materials, so that the sound, image, and text can truly coexist, achieving an effective increase in the amount of information dissemination and enhancing stimulus intensity of information so as to make the students’ enthusiasm for learning knowledge improved. It is precisely because of the powerful information dissemination ability, information processing ability, and convenient and fast interactive form of multimedia itself that it can be used in teaching to enrich the way of classroom teaching activities and make classroom teaching methods no longer single, which can make students better complete the transition from concrete image thinking to abstract logical thinking. The smooth development of college English follow-up courses will continuously improve the English quality of our talents. Learners of different majors have different needs for follow-up college English teaching. Only when students of different majors adopt different teaching courses can they fully reflect the individuality and suitability of the courses. In order to understand the specific needs and views of students of different majors on the courses, students of different majors are made to adopt different teaching courses to get personalized and appropriate learning experience. We distributed questionnaires to senior students at a certain university and adopted Dudley-Evans and St John’s needs analysis method for the survey results. It is found that liberal arts students are looking forward to the language application and language skills modules, and their satisfaction with these two modules is as high as 86.23%. The science students and engineering students are more satisfied with the two modules of professional English and language application. Among them, the satisfaction of science students on these two modules is 78.63%, and the satisfaction of engineering students is as high as 92.38%. Students of different majors have a positive attitude towards English follow-up courses, but there is a big difference between the courses offered by universities and the teaching mode. For example, 85.62% of liberal arts students are satisfied with the recognition of the course mode, and only 14.38% are dissatisfied; 66.3% of science students are satisfied with the curriculum model, 33.7% are dissatisfied; 66.45% of engineering students are satisfied with the curriculum, and 33.55% are dissatisfied.


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## Body

## 1. Introduction

Things often have two sides. On the one hand, multimedia-assisted teaching is subject to the efforts of teachers to study and research. On the other hand, many scholars also put forward many viewpoints that are not conducive to multimedia-assisted teaching. In the actual teaching process, many teachers simply apply classroom knowledge and teaching plans to multimedia courseware, only use the computer’s operation demonstration function, use “electronic blackboard” instead of “blackboard”, and ignore other teaching methods. Obviously, in the whole teaching process, knowledge has changed from the original “human infusion” to the current “machine infusion,” which does not reflect the effect of multimedia-assisted classrooms. In our country, multimedia teaching is facing uneven regional development, which includes the imbalance between regions and the imbalance between urban and rural areas. It is precisely because of the imbalance of educational resources in our country that the gap between regional and urban-rural education quality has been further enlarged. This is obviously not in line with the original intention of our government to vigorously promote the promotion of multimedia teaching. Fortunately, the relevant departments of our country are also paying special attention to this problem. They have begun to focus on improving the multimedia teaching resources in remote areas, increase financial investment, and increase the intensity of teacher training in these areas. Since the 21st century, the continuous advancement of science and technology and the continuous improvement of the social level have made people’s requirements for English continue to increase [1]. As an important magic weapon to ensure continuous and in-depth English learning for undergraduates in the four years of university, it is imperative to conduct a comparative study of the needs of college English follow-up courses. In accordance with the new requirements for curriculum setting in the “Teaching Requirements” of the Department of Education in 2007, all colleges and universities should refer to the “Requirements,” and after clarifying the actual situation of the school, use this as a basis to formulate scientific, systematic, and personalized college English syllabus [2, 3]. At the same time, the teaching purpose of college English follow-up courses is mainly to cultivate comprehensive talents with excellent English professional knowledge and fluency in the use of language skills for the country. The curriculum should be both practical and diverse and should focus on the use of diversified teaching and training methods and abandon the boring and monotonous methods in the past. However, most colleges and universities only offer basic English teaching courses in freshmen and sophomores, and there are only a few elective English courses for juniors and seniors. This makes it difficult for students to do four years of uninterrupted English learning in university. Now that the world exchanges are constantly deepening, this is undoubtedly detrimental to the future development of students [4]. The English courses of juniors and seniors should be closely related to the future development needs of students. Learners of different majors and grades may have different focuses, and liberal arts students and science students might be satisfied with the different recognition of curriculum model. So this also puts forward higher requirements for the follow-up teaching curriculum of colleges and universities. Humanities majors mainly focus on general language ability training, while science majors are more inclined to teaching vocabulary and reading related to professional knowledge.With the rapid development of the national economy and the continuous advancement of educational reforms, in order to better adapt to the pace of contemporary international education, the modernization of educational methods is becoming more and more important in our country. Today, with the rapid development of modern teaching technology, the traditional teaching model of “blackboard + chalk” has been unable to meet the needs of today’s educational development, and multimedia teaching technology is being widely used in the field of teaching. There are many results of comparative research on multimedia-assisted teaching and traditional teaching classroom models at home and abroad, but the content is basically the same, and there are many repetitions. The research focuses on three aspects: the advantages and disadvantages of multimedia-assisted teaching, the advantages and disadvantages of traditional teaching, and the relationship between multimedia teaching and traditional teaching. Throughout the research of Chinese scholars on college English follow-up courses, it can be divided into the following three categories: the first type theoretically demonstrates the necessity of setting up college English follow-up courses. For example, the survey results in Qian based on needs analysis theory show that basic English courses can no longer meet the needs of college students’ future development, and students of different majors have great differences in the selection of English follow-up teaching courses [5]. The second category mainly discusses the follow-up courses of college English from the empirical aspect and proposes suggestions for improvement. Based on the ESP demand theory, Zhang discussed the current situation of college English follow-up courses in science and engineering colleges. Through the questionnaire survey, people can understand the students’ thoughts on the current follow-up courses and try to put forward the future development trend of the courses in science and engineering colleges [6]. The third category is mainly researched from the perspective of the network. Jie and Lin explored the network construction of college English follow-up courses, designed a corresponding network platform, and gave possible implementation ways of the course network platform, hoping to cultivate comprehensive talents in the true sense, and indeed improve the quality of college English teaching [7]. It can be found that very few researchers conduct in-depth research based on the different needs of students of different majors for English follow-up teaching courses.Nowadays, the professions of various industries are severely subdivided, and students of different majors have different needs for English. Some focus more on the daily application of English, and some focus on the English reserve for self-professionalism [8, 9]. Appropriate college English follow-up courses will help students choose suitable directions, lay a solid foundation for future development, and at the same time, they will get twice the result with half the effort in English learning. Therefore, this research will take the form of a questionnaire to investigate the status of college English follow-up courses in different majors of a certain university and the needs of students for courses. It is expected that the results of the survey and analysis will provide more beneficial effects on the setting and teaching of the entire follow-up courses.


## 2. Research Methods

This study takes the needs of students from different majors as the starting point and studies the relevant literature and needs analysis theory of curriculum settings. Select relevant questionnaire questions to explore the attitudes and goals of students of different majors towards the opening of college English follow-up courses, understand the current English learning situation of college students of different majors, their recognition of the English follow-up courses of a certain university, and their actual needs for English learning. Then, some relevant suggestions are given on this basis.Based on this, this research mainly discusses the following 3 questions:(1)
What are the attitudes of students of different majors towards English follow-up teaching courses? What are their learning expectations and goals?(2)
What is the satisfaction degree of different major students with the college English follow-up course modules such as ESP, language application category, and language and culture category?(3)
What are the students’ requirements for the follow-up curriculum? What requirements to be improved?At the same time, the results of the question are counted, and the calculation formula is(1)H=∑i=1.2.3a=4nm,(2)P=a×b+1+b∧n÷1+b∧n−1,(3)κ=Y−1Nin+nout,6Nin+Nout,(4)φ=Rxi−xow,yi−yoh.P represents the student’s requirements for subsequent English courses, a is the number of students in different majors, b represents the different needs of students for the course, and n represents the impact index of needs on the course.
(5)S=a×b+∑n=1.2.31+i∧2,(6)sc=S⊗Mk,(7)M=−1N∑i=1NYi⋅logHi.In this formula,S represents the student’s attitude towards the course, a is the value of the student’s learning motivation, b is the value of the influence index of different motivations, and n represents the students of different majors.
(8)P=nm×ix=1.2.3.4,(9)sc=maxQNxM1,NyM2,NzM3,(10)R=∑a=1M∑b=1RMKA,BRTFi−x¯,(11)E1=R−K1−kR2,(12)E1=β−γx2+EX.Among them,P represents the students’ satisfaction with the course teaching materials, n represents the number of satisfied students, m represents the total number of people in statistics, and i represents the textbooks of different courses.
(13)E=n+∑i=1.2.3.4kbm×tp,(14)In‐αWMΦ=InB‐αMΒ,(15)MNDi,Wj=PDiMwjDi+∑k=1KKWjZkLRkDi.The grade point scoresL for English teaching are
(16)L=R−2βxμy+M12κxy+N2δx2+δy2+B1γx2+γy2+N2.(17)C=αϕ+β1Xγ+Wϕ2N+ϑ.(18)MH=Y2−Y1+P2.In the formula,E is the student’s requirements for the course, n is the space value that the course can be improved, i represents different course modules, bm is the number of students who are counted, p is the total number of students who are counted, t is the number of course improvements proposed by the students, and k represents English courses. The evaluation coefficient of English teaching is
(19)J=2kk+12M+M2−M17+2N2−N13.


## 3. Research Design

### 3.1. Research Objects

The research objects selected for this study are a total of 600 students in liberal arts, engineering, and science at a certain university. The Chinese majors are 200 students, and the science majors are 400. The students come from all over the country, which is quite representative. In order to make the sample more representative, the students sampled this time are all junior and senior students from the schools of liberal arts, engineering, and science. The school offers four basic courses in the freshman and sophomore years, including Comprehensive English, Audiovisual Listening and Speaking, Reading, and Basic Writing; juniors and seniors only start to take English follow-up courses. They have a direct understanding of the classroom teaching mode and methods of the entire course, and they have also gained their own experience from it. In this survey, 600 survey questionnaires were distributed to the junior and senior undergraduates of the school. A total of 594 questionnaires were recovered, with a recovery rate of 99%. Among the returned questionnaires, a total of 570 questionnaires were effectively recovered, accounting for 95.96% of the total number of questionnaires returned, and the effective rate of survey questionnaires reached 95%.It can be seen from Table1 that the number of people who filled out the valid questionnaire this time was 570, of which the majority were boys, 302, accounting for 52.98%, and 268 were girls, accounting for 47.02%; among them, there were 198 liberal arts students, accounting for 34.73%. There were 212 science students, accounting for 37.20%, and 160 engineering students, accounting for 28.07%.Table 1
Basic situation of research objects.
OptionsNumber of valid questionnaires (570)Proportion (100%)GenderMale30252.98Female26847.02ProfessionArts students19834.73Science students21237.20Engineering students16028.07


### 3.2. Research Tools

The questionnaire survey method is a method of indirectly obtaining materials and information by sending concise questionnaires to the surveyors and inviting them to fill in their opinions and suggestions on related issues [10]. The methods of obtaining data include survey method, observation method, and literature retrieval method. This research mainly uses questionnaires to understand the differences. To ensure the validity of the questionnaire, questionnaires with more than 5 unanswered questions or 10 consecutive answers with the same answer are regarded as invalid questionnaires. Missing answers, regular choices, and unanswered questions are all invalid questionnaires. After excluding invalid questionnaires, a total of 570 valid questions were obtained, accounting for 95.96% of the returned questionnaires, and the questionnaire validity rate was 95%. The questionnaire is divided into the following parts according to the content: the overall attitude and learning motivation of students of different majors towards the follow-up courses; the students’ satisfaction; curriculum requirements of students of different majors for the follow-up courses and the needs to improve the follow-up courses.


## 3.1. Research Objects

The research objects selected for this study are a total of 600 students in liberal arts, engineering, and science at a certain university. The Chinese majors are 200 students, and the science majors are 400. The students come from all over the country, which is quite representative. In order to make the sample more representative, the students sampled this time are all junior and senior students from the schools of liberal arts, engineering, and science. The school offers four basic courses in the freshman and sophomore years, including Comprehensive English, Audiovisual Listening and Speaking, Reading, and Basic Writing; juniors and seniors only start to take English follow-up courses. They have a direct understanding of the classroom teaching mode and methods of the entire course, and they have also gained their own experience from it. In this survey, 600 survey questionnaires were distributed to the junior and senior undergraduates of the school. A total of 594 questionnaires were recovered, with a recovery rate of 99%. Among the returned questionnaires, a total of 570 questionnaires were effectively recovered, accounting for 95.96% of the total number of questionnaires returned, and the effective rate of survey questionnaires reached 95%.It can be seen from Table1 that the number of people who filled out the valid questionnaire this time was 570, of which the majority were boys, 302, accounting for 52.98%, and 268 were girls, accounting for 47.02%; among them, there were 198 liberal arts students, accounting for 34.73%. There were 212 science students, accounting for 37.20%, and 160 engineering students, accounting for 28.07%.Table 1
Basic situation of research objects.
OptionsNumber of valid questionnaires (570)Proportion (100%)GenderMale30252.98Female26847.02ProfessionArts students19834.73Science students21237.20Engineering students16028.07


## 3.2. Research Tools

The questionnaire survey method is a method of indirectly obtaining materials and information by sending concise questionnaires to the surveyors and inviting them to fill in their opinions and suggestions on related issues [10]. The methods of obtaining data include survey method, observation method, and literature retrieval method. This research mainly uses questionnaires to understand the differences. To ensure the validity of the questionnaire, questionnaires with more than 5 unanswered questions or 10 consecutive answers with the same answer are regarded as invalid questionnaires. Missing answers, regular choices, and unanswered questions are all invalid questionnaires. After excluding invalid questionnaires, a total of 570 valid questions were obtained, accounting for 95.96% of the returned questionnaires, and the questionnaire validity rate was 95%. The questionnaire is divided into the following parts according to the content: the overall attitude and learning motivation of students of different majors towards the follow-up courses; the students’ satisfaction; curriculum requirements of students of different majors for the follow-up courses and the needs to improve the follow-up courses.


## 4. Survey Results

### 4.1. Students’ Attitudes towards Follow-Up Courses and Learning Motivation

It can be seen from Figure1 that most of the students in liberal arts, sciences, and engineering have a positive attitude towards follow-up courses. Among them, 160 of the 198 people in liberal arts think this is a very ideal teaching form, accounting for 80.8% of the total. There are 20 people who think they are better, accounting for 10.1% of the total number, and 18 people who are ideal, accounting for 9.1% of the total number. Among 212 people in science, 120 people think this is a very ideal teaching method, accounting for 56.6%, 65 people think it is better, accounting for 30.66%, and 16 people think it is ideal, accounting for 7.54%, 11 unsatisfactory, accounting for 5.2%. Among 160 engineering students, 98 people think they are very ideal, accounting for 61.25%, 50 people think they are better, accounting for 31.25%, 10 people think they are ideal, accounting for 6.25%, and 2 people think they are not ideal, accounting for 1.25%. It can be seen from the figure that even in different majors, most of the students still support the follow-up courses of English teaching and believe that the follow-up courses will help improve their English ability.Figure 1
Attitudes and learning motivations of students of different majors.In terms of learning motivation, the vast majority of students generally expect to further improve their English proficiency through follow-up courses in order to improve their future work and study bargaining chips. Finding a suitable English learning path and suitable English teaching materials can effectively improve your English level.


### 4.2. Students’ Satisfaction Degree of the Follow-Up Courses Teaching Mode and Teaching Materials

Figure2 shows that 85.86% of liberal arts students are satisfied with the recognition of the curriculum model, and only 14.14% are dissatisfied; 54% of science students are satisfied with the curriculum model, and 46% are dissatisfied with the curriculum; among engineering students, 65% of them are satisfied with the curriculum, and 35% are dissatisfied. Most of the students reported that the textbooks for the follow-up courses were too difficult. Among them, science students and engineering students want to have professional English language learning courses for their respective disciplines. Most students feel the courses are boring. According to the survey results, we can know that most students do not agree with the teaching mode of the current teachers. Teachers instructed the lessons at class are lack of interaction and humor. At present, most teachers engaged in follow-up teaching have rich basic teaching experience and have mastered many advanced teaching theories and methods. In the teaching of follow-up courses, teachers can actively adopt these mature experiences and methods and use a variety of methods to improve students’ learning enthusiasm and effect, for example, creating a relaxed and harmonious atmosphere in the classroom, introducing a competition mechanism, and diversifying methods.Figure 2
Satisfaction of students of different majors with the follow-up courses.The main purpose of this survey is to understand the situation of multimedia-assisted teaching, but also to know the specific situation of multimedia-assisted teaching, we must first know what hardware equipment supports multimedia teaching in school teaching. The survey of school teaching equipment is shown in Figure3.Figure 3
The survey of school teaching equipment.It can be seen from Figure3 that the Internet teaching equipment is the most widely used, and there are few multimedia classrooms. The situation of students obtaining computer certificates is shown in Figure 4. It can be seen from Figure 4, many students have obtained second-level computer certificates, which meet the computer level requirements of existing ordinary graduates; students have only obtained first-level computer certificates, and few students have not obtained computer-level certificates. Obviously, the computer level of these students did not meet the requirements.Figure 4
The situation of students obtaining computer certificates.80% of the students said that their computer skills were acquired during their university studies, and 3.3% of the students said they learned their computer skills through training organized by the school. Obviously, university study is the most important way for students to improve their computer skills. Self-study or after-school courses on the Internet are also ways to improve computer skills. The method of obtaining computer capabilities is shown in Figure5.Figure 5
The method of obtaining computer capabilities.85% of the students have a positive attitude towards the improvement of their computer skills, and 15% of the students have an indifferent attitude towards the improvement of their computer skills. It can be seen that students still hope to improve their computer skills. A survey of willingness to improve their computer capabilities is shown in Figure6.Figure 6
A survey of willingness to improve their computer capabilities.48.3% of students expect to participate in the training organized by the school to improve their computer skills, and 33.3% of students use the way of communicating and learning at work to improve their computer skills. It can be seen that it is very necessary to increase the computer training for teachers and organize the communication and mutual learning of students’ computer technology. The survey on how to improve one’s own computer teaching ability is shown in Figure7.Figure 7
The survey on how to improve one’s own computer teaching ability.73.1% of the students expressed satisfaction with the multimedia courseware made by the teacher, and 74.4% of the students said that the teacher had good computer skills. These reasons may lie in the excellent computer operation ability of teachers themselves. The teacher’s courseware and computer survey are shown in Figure8.Figure 8
The teacher’s courseware and computer survey.51.1% of the students said that their computer skills were average; 30.5% of the students were satisfied with their computer skills; 60.9% of the students would go online outside of class; 71.7% of the students chose to go online at home. Through understanding, although most students can surf the Internet at home, the computer operation ability is not strong, and the Internet is mainly used for playing games and watching videos, which is rarely used for learning. This requires the supervision of parents and teachers at the same time, in order to better improve. The computer situation for students is shown in Table2.Table 2
The computer situation for students.
Student groupBadGoodVery goodNormalBetter111.1011.1226.7330.1411.83212.0412.4128.4621.3412.46311.4718.2527.5534.4911.41412.4810.4915.5830.208.6595% of English teachers recognize the important position of multimedia-assisted follow-up teaching of English, and all English teachers agree with the combination of multimedia-assisted follow-up teaching of English and traditional teaching. From the data shown in Figure9, 40% of English teachers believe that the main factors affecting multimedia-assisted follow-up teaching of English are the teachers’ computer skills and classroom teaching methods, and 60% of English teachers believe that the most important factor affecting multimedia-assisted follow-up teaching of English is the necessity of multimedia. Multimedia-assisted English teaching can change from abstract to concrete, can provide a large amount of information within a limited time, and can also stimulate students’ interest in learning.Figure 9
Multimedia teaching and traditional teaching.41.7% of English students believe that high class efficiency and better teacher-student interaction are the biggest advantages of using multimedia to multimedia-assisted follow-up teaching of English. 58.3% of English students think that fast class progress and easy viewing are the biggest advantages of using multimedia to assist follow-up teaching of English. The traditional teaching is teacher-centered, teaching materials as the center, focusing on standardization, ignoring innovation, and teaching on the blackboard, which is time-consuming, labor-intensive, small in information capacity, and relatively monotonous and rigid in information display form. Students’ evaluation of the classroom is shown in Table3.Table 3
Students’ evaluation of the classroom.
Student groupHigh class efficiencyTeacher-student interaction is betterFast class progressEasy to watch122.2022.2226.7340.25222.0522.4128.4722.44322.4728.2527.6544.49422.4820.4926.6840.30From the data in Table4, it can be seen that only 30% of English students are satisfied with the effect of multimedia-assisted follow-up teaching of English reading. English student satisfaction is shown in Table 4. The possible reason is that students are temporarily unable to change their learning methods and thoughts, and they are also less able to accept passive learning.Table 4
English student satisfaction.
Student groupSatisfyVery satisfiedDissatisfiedGenerally113.6914.4833.2013.69219.3718.4236.4919.37318.3916.3219.9118.39414.1313.6433.6314.13


### 4.3. What Are the Students’ Requirements for the Follow-Up Curriculum? What Requirements to Be Improved?

Most of the teaching methods in colleges and universities are still relatively old, and they are mainly taught by teachers. The proportion of teachers teaching still occupies most of the time in classroom teaching. The application of self-study centers for college students is still not ideal in some schools. Although the student’s daily English learning time can be guaranteed, the efficiency is not high, and it is limited to completing the homework assigned by the teacher in the classroom. Students are satisfied with the knowledge they have learned in the English classes of the first and second grades, and they can also pay enough attention to the follow-up English courses of the third and fourth grades acquired knowledge. Most students report that schools can set English language classroom instruction requirements and training goals based on students’ characteristics in different disciplines and grades [11, 12]. Students are flexible in course selection so that students can truly meet their own needs and the requirements of the major involved in the course of their choices and minimize blindness and compulsivity. School teachers’ weakness is also an aspect of student response that needs to be strengthened urgently, which is the most critical factor in the follow-up teaching curriculum system [13]. The problem of teachers in college English follow-up teaching courses has obviously affected the entire course construction. Compared to the college basic English teaching, college English follow-up courses require teachers to have diverse teaching skills and profound language skills. But there is also a need to have a certain level of understanding of the professional knowledge of a particular profession, so solid professional knowledge and language can be applied in the classroom, combining different skills. These undoubtedly make college English follow-up teaching extremely demanding on teachers. Students can also have a sufficient understanding of the follow-up courses and have a deep understanding that the follow-up courses should be based on practical professional English knowledge. However, foreign language teachers have difficulty in developing courses related to science and engineering majors due to their own professional limitations [14]. However, on the one hand, we can improve the quality of teaching through teacher training, and on the other hand, we can also invite some professional English teachers to join the follow-up course teaching, so that the follow-up courses can smoothly convert to the students’ professional English courses and reduce students’ pressure of professional English learning for future professional development. The testing and evaluation of subsequent courses can also adopt relatively flexible methods, such as written survey reports or essay writing combined with oral statements or comprehensive scoring. The specific operation can be arranged according to the needs of the course. Students also made positive comments on the teaching work of the first two years of the school’s basic English course and believed that the knowledge they had learned had indeed helped most of them pass the CET-4. Students can also better understand that the third and fourth grade English courses mainly focus on cultivating ability, rather than just imparting language knowledge [15, 16]. To meet the diverse needs of students as much as possible, to ensure that students at different levels can fully improve their English application ability and comprehensive quality. Therefore, how to carry out the follow-up courses scientifically and rationally is a long-term systematic project, which involves the reform of many aspects such as curriculum setting, teaching mode, and teaching management [17–19].


## 4.1. Students’ Attitudes towards Follow-Up Courses and Learning Motivation

It can be seen from Figure1 that most of the students in liberal arts, sciences, and engineering have a positive attitude towards follow-up courses. Among them, 160 of the 198 people in liberal arts think this is a very ideal teaching form, accounting for 80.8% of the total. There are 20 people who think they are better, accounting for 10.1% of the total number, and 18 people who are ideal, accounting for 9.1% of the total number. Among 212 people in science, 120 people think this is a very ideal teaching method, accounting for 56.6%, 65 people think it is better, accounting for 30.66%, and 16 people think it is ideal, accounting for 7.54%, 11 unsatisfactory, accounting for 5.2%. Among 160 engineering students, 98 people think they are very ideal, accounting for 61.25%, 50 people think they are better, accounting for 31.25%, 10 people think they are ideal, accounting for 6.25%, and 2 people think they are not ideal, accounting for 1.25%. It can be seen from the figure that even in different majors, most of the students still support the follow-up courses of English teaching and believe that the follow-up courses will help improve their English ability.Figure 1
Attitudes and learning motivations of students of different majors.In terms of learning motivation, the vast majority of students generally expect to further improve their English proficiency through follow-up courses in order to improve their future work and study bargaining chips. Finding a suitable English learning path and suitable English teaching materials can effectively improve your English level.


## 4.2. Students’ Satisfaction Degree of the Follow-Up Courses Teaching Mode and Teaching Materials

Figure2 shows that 85.86% of liberal arts students are satisfied with the recognition of the curriculum model, and only 14.14% are dissatisfied; 54% of science students are satisfied with the curriculum model, and 46% are dissatisfied with the curriculum; among engineering students, 65% of them are satisfied with the curriculum, and 35% are dissatisfied. Most of the students reported that the textbooks for the follow-up courses were too difficult. Among them, science students and engineering students want to have professional English language learning courses for their respective disciplines. Most students feel the courses are boring. According to the survey results, we can know that most students do not agree with the teaching mode of the current teachers. Teachers instructed the lessons at class are lack of interaction and humor. At present, most teachers engaged in follow-up teaching have rich basic teaching experience and have mastered many advanced teaching theories and methods. In the teaching of follow-up courses, teachers can actively adopt these mature experiences and methods and use a variety of methods to improve students’ learning enthusiasm and effect, for example, creating a relaxed and harmonious atmosphere in the classroom, introducing a competition mechanism, and diversifying methods.Figure 2
Satisfaction of students of different majors with the follow-up courses.The main purpose of this survey is to understand the situation of multimedia-assisted teaching, but also to know the specific situation of multimedia-assisted teaching, we must first know what hardware equipment supports multimedia teaching in school teaching. The survey of school teaching equipment is shown in Figure3.Figure 3
The survey of school teaching equipment.It can be seen from Figure3 that the Internet teaching equipment is the most widely used, and there are few multimedia classrooms. The situation of students obtaining computer certificates is shown in Figure 4. It can be seen from Figure 4, many students have obtained second-level computer certificates, which meet the computer level requirements of existing ordinary graduates; students have only obtained first-level computer certificates, and few students have not obtained computer-level certificates. Obviously, the computer level of these students did not meet the requirements.Figure 4
The situation of students obtaining computer certificates.80% of the students said that their computer skills were acquired during their university studies, and 3.3% of the students said they learned their computer skills through training organized by the school. Obviously, university study is the most important way for students to improve their computer skills. Self-study or after-school courses on the Internet are also ways to improve computer skills. The method of obtaining computer capabilities is shown in Figure5.Figure 5
The method of obtaining computer capabilities.85% of the students have a positive attitude towards the improvement of their computer skills, and 15% of the students have an indifferent attitude towards the improvement of their computer skills. It can be seen that students still hope to improve their computer skills. A survey of willingness to improve their computer capabilities is shown in Figure6.Figure 6
A survey of willingness to improve their computer capabilities.48.3% of students expect to participate in the training organized by the school to improve their computer skills, and 33.3% of students use the way of communicating and learning at work to improve their computer skills. It can be seen that it is very necessary to increase the computer training for teachers and organize the communication and mutual learning of students’ computer technology. The survey on how to improve one’s own computer teaching ability is shown in Figure7.Figure 7
The survey on how to improve one’s own computer teaching ability.73.1% of the students expressed satisfaction with the multimedia courseware made by the teacher, and 74.4% of the students said that the teacher had good computer skills. These reasons may lie in the excellent computer operation ability of teachers themselves. The teacher’s courseware and computer survey are shown in Figure8.Figure 8
The teacher’s courseware and computer survey.51.1% of the students said that their computer skills were average; 30.5% of the students were satisfied with their computer skills; 60.9% of the students would go online outside of class; 71.7% of the students chose to go online at home. Through understanding, although most students can surf the Internet at home, the computer operation ability is not strong, and the Internet is mainly used for playing games and watching videos, which is rarely used for learning. This requires the supervision of parents and teachers at the same time, in order to better improve. The computer situation for students is shown in Table2.Table 2
The computer situation for students.
Student groupBadGoodVery goodNormalBetter111.1011.1226.7330.1411.83212.0412.4128.4621.3412.46311.4718.2527.5534.4911.41412.4810.4915.5830.208.6595% of English teachers recognize the important position of multimedia-assisted follow-up teaching of English, and all English teachers agree with the combination of multimedia-assisted follow-up teaching of English and traditional teaching. From the data shown in Figure9, 40% of English teachers believe that the main factors affecting multimedia-assisted follow-up teaching of English are the teachers’ computer skills and classroom teaching methods, and 60% of English teachers believe that the most important factor affecting multimedia-assisted follow-up teaching of English is the necessity of multimedia. Multimedia-assisted English teaching can change from abstract to concrete, can provide a large amount of information within a limited time, and can also stimulate students’ interest in learning.Figure 9
Multimedia teaching and traditional teaching.41.7% of English students believe that high class efficiency and better teacher-student interaction are the biggest advantages of using multimedia to multimedia-assisted follow-up teaching of English. 58.3% of English students think that fast class progress and easy viewing are the biggest advantages of using multimedia to assist follow-up teaching of English. The traditional teaching is teacher-centered, teaching materials as the center, focusing on standardization, ignoring innovation, and teaching on the blackboard, which is time-consuming, labor-intensive, small in information capacity, and relatively monotonous and rigid in information display form. Students’ evaluation of the classroom is shown in Table3.Table 3
Students’ evaluation of the classroom.
Student groupHigh class efficiencyTeacher-student interaction is betterFast class progressEasy to watch122.2022.2226.7340.25222.0522.4128.4722.44322.4728.2527.6544.49422.4820.4926.6840.30From the data in Table4, it can be seen that only 30% of English students are satisfied with the effect of multimedia-assisted follow-up teaching of English reading. English student satisfaction is shown in Table 4. The possible reason is that students are temporarily unable to change their learning methods and thoughts, and they are also less able to accept passive learning.Table 4
English student satisfaction.
Student groupSatisfyVery satisfiedDissatisfiedGenerally113.6914.4833.2013.69219.3718.4236.4919.37318.3916.3219.9118.39414.1313.6433.6314.13


## 4.3. What Are the Students’ Requirements for the Follow-Up Curriculum? What Requirements to Be Improved?

Most of the teaching methods in colleges and universities are still relatively old, and they are mainly taught by teachers. The proportion of teachers teaching still occupies most of the time in classroom teaching. The application of self-study centers for college students is still not ideal in some schools. Although the student’s daily English learning time can be guaranteed, the efficiency is not high, and it is limited to completing the homework assigned by the teacher in the classroom. Students are satisfied with the knowledge they have learned in the English classes of the first and second grades, and they can also pay enough attention to the follow-up English courses of the third and fourth grades acquired knowledge. Most students report that schools can set English language classroom instruction requirements and training goals based on students’ characteristics in different disciplines and grades [11, 12]. Students are flexible in course selection so that students can truly meet their own needs and the requirements of the major involved in the course of their choices and minimize blindness and compulsivity. School teachers’ weakness is also an aspect of student response that needs to be strengthened urgently, which is the most critical factor in the follow-up teaching curriculum system [13]. The problem of teachers in college English follow-up teaching courses has obviously affected the entire course construction. Compared to the college basic English teaching, college English follow-up courses require teachers to have diverse teaching skills and profound language skills. But there is also a need to have a certain level of understanding of the professional knowledge of a particular profession, so solid professional knowledge and language can be applied in the classroom, combining different skills. These undoubtedly make college English follow-up teaching extremely demanding on teachers. Students can also have a sufficient understanding of the follow-up courses and have a deep understanding that the follow-up courses should be based on practical professional English knowledge. However, foreign language teachers have difficulty in developing courses related to science and engineering majors due to their own professional limitations [14]. However, on the one hand, we can improve the quality of teaching through teacher training, and on the other hand, we can also invite some professional English teachers to join the follow-up course teaching, so that the follow-up courses can smoothly convert to the students’ professional English courses and reduce students’ pressure of professional English learning for future professional development. The testing and evaluation of subsequent courses can also adopt relatively flexible methods, such as written survey reports or essay writing combined with oral statements or comprehensive scoring. The specific operation can be arranged according to the needs of the course. Students also made positive comments on the teaching work of the first two years of the school’s basic English course and believed that the knowledge they had learned had indeed helped most of them pass the CET-4. Students can also better understand that the third and fourth grade English courses mainly focus on cultivating ability, rather than just imparting language knowledge [15, 16]. To meet the diverse needs of students as much as possible, to ensure that students at different levels can fully improve their English application ability and comprehensive quality. Therefore, how to carry out the follow-up courses scientifically and rationally is a long-term systematic project, which involves the reform of many aspects such as curriculum setting, teaching mode, and teaching management [17–19].


## 5. Conclusion

Multimedia-assisted follow-up teaching of English means that in the classroom teaching process, in accordance with the classroom teaching goals and the characteristics of the classroom teaching objects, the classroom teaching plan is set up, the appropriate teaching media is selected and used, and it is organically integrated with traditional teaching methods to participate in the whole teaching process; use a variety of effective teaching media methods to influence students, so that students can construct a reasonable knowledge structure, so as to achieve the best teaching effect. In the process of multimedia-assisted follow-up teaching of English, learners can choose the knowledge content they need to learn according to their learning interests and knowledge base in the interactive follow-up teaching of English environment created by multimedia. The most significant feature of multimedia-assisted follow-up English teaching technology is immediate feedback and human-computer interaction, which is not available in other teaching media. A qualified curriculum must be able to meet and discover students’ intrinsic learning needs. In the process of constructing English follow-up teaching courses, if you can investigate and analyze the different requirements of students of different majors for follow-up English teaching courses, and to set up follow-up teaching courses suitable for students’ future life and learning, there is no doubt that this will greatly stimulate students’ learning interest, and set a solid foundation for the future development of students. In order to meet the learning desires of students of different majors and increase students’ interest in English learning, the follow-up teaching courses still need further reform. Of course, the curriculum setting based on the Dudley-Evans and St John’s needs analysis method is a huge project, subject to the limitation of space and existing research conditions, the research on other related aspects, such as the influence of other external factors on the curriculum setting, and needs further research by scholars.



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