Intelligent Assisted English Vocabulary Teaching: A Study on Vocabulary Acquisition Based on Fuzzy Cognition and Personalized Learning

Abstract

Abstract In the era of educational intelligence, the development of student-oriented personalized learning has become a new trend in educational research. Based on fuzzy cognitive theory, this paper proposes a cognitive diagnosis model for English vocabulary and a personalized test question recommendation model for English vocabulary based on cognitive diagnosis. The cognitive diagnostic model combines the four-parameter logistics model to accurately analyze the learner’s cognitive state, applies the fuzzy CDF assumption to calculate the learner’s knowledgeability level, and employs the fuzzy logic method for cognitive modeling. Assess students’ mastery levels on subjective and objective questions, improve existing recommendation methods that do not adequately consider students’ cognitive levels, and develop a personalized recommendation model for PMF-FCD. We utilized a high school in Yan’an City, Shaanxi Province, China, as a learning location for English vocabulary training. The student’s overall performance on the English vocabulary posttest improved by 14.22 compared with the pre-test, and the mean value of learning attitudes improved by 1.17 compared with the pre-test, with improvements in learning interests, perceptions, and habits. All the strategy dimensions of learning strategies, except the memory strategy dimension, showed significant positive effects after the experiment (p<0.05).