Exploring the Influencing Factors of English Classroom Teaching Quality in Colleges and Universities Based on Structural Equation Modeling

With the acceleration of globalization, the teaching quality of English, as an important tool for international communication, is getting more and more attention. In order to explore ways to improve the quality of English classroom teaching, this paper combines the characteristics of English classroom teaching in colleges and universities. It summarizes the structure of STEP influencing elements of English classroom teaching quality in colleges and universities based on teaching objectives and resource constraints. Then, taking X school as an example, the influence dimension structure of English classroom teaching quality in colleges and universities was mathematically analyzed and empirically examined using normality test, factor analysis, and least squares structural equation modeling (PLS-SEM). The results of the study show that the standardized path coefficients of teaching atmosphere and process on students’ competence and students’ competence on the quality of teaching in English classroom are 0.985 and 0.818, respectively, which passed the test of significance at the level of 1%. The post-standardized path coefficients of teaching atmosphere and process on students’ ability, students’ ability on teachers’ ability, and teachers’ ability on the quality of teaching in English classroom are 0.222, 0.674, and 0.073, respectively, and all of them passed the significance test on level 5%. Teaching English in classrooms in colleges and universities involves the interaction between teachers’ and students’ behaviors, as well as the integration of teaching and learning resources. The improvement of the quality of English classroom teaching in colleges and universities should pay more attention to the management and control of the process of how to realize the integration of teaching resources on the basis of students’ ability and teachers’ abilities.