Research on teaching quality evaluation of college english based on the CODAS method under interval-valued intuitionistic fuzzy information

With the rapid development of China's economic globalization in the new era, the demand for English majors is obviously on the rise, which puts forward new and higher requirements for application-oriented undergraduate colleges to train compound English majors. However, from the perspective of teaching quality evaluation of English majors in application-oriented undergraduate colleges, the results are not optimistic. Therefore, it is an important task for higher education research in China to explore the problems existing in the process of teaching quality evaluation for English majors in application-oriented undergraduate colleges and how to better train qualified and versatile talents for English majors to adapt to the economic and social development in the new era. The teaching quality evaluation of college English is frequently viewed as a multi-attribute group decision-making (MAGDM). Thus, a novel MAGDM method is used to tackle it. Depending on the conventional CODAS method and interval-valued intuitionistic fuzzy sets (IVIFSs), this paper designs a novel distance based IVIF-CODAS method to assess the teaching quality evaluation of college English. First of all, a related literature review is conducted. What's more, some necessary theories related to IVIFSs are briefly reviewed. In addition, since subjective randomness frequently exists in determining criteria weights, the weights of criteria is decided objectively by utilizing CRITIC method. Afterwards, relying on novel distance measures between IVIFSs, the conventional CODAS method is extended to the IVIFSs to calculate assessment score of every alternative. Therefore, all alternatives can be ranked and the one with the best teaching quality. Eventually, an application about teaching quality evaluation of college English and some comparative methods have been employed to show the superiority of the developed method. The results illustrate that the defined framework is very useful for assessing the teaching quality of college English.