A Machine Learning Approach to Identifying Core Competencies Fostered in College English Flipped Classrooms

Based on the context of college English flipped classrooms, this study systematically analyzes the key features influencing presentation evaluations and their educational implications by utilizing student peer-assessment data from multi-topic, multi-group classroom presentations. Gradient Boosted Decision Trees (GBDT) classification models and Random Forest regression models were employed for this purpose. In the experimental design, each presentation topic was independently completed by three student groups. Peer assessment categorized the presentations into three grades: A (excellent), B (good), and C (qualified), employing an upper-limit scoring mechanism (A ≤ 100, B ≤ 90, C ≤ 80). Through a combination of horizontal comparison (classification within the same topic) and vertical comparison (score prediction within the same level), the study identifies key influencing features across different levels and score ranges. The findings reveal that the Logical Coherence Index consistently demonstrates the highest feature importance in both models, suggesting that logical organization serves as the foundational core of high-quality academic English presentations. The Content Quality Index and Presentation Effectiveness Index significantly differentiate between A and B grades. Meanwhile, the Oral Delivery Index and Overall Coordination Index positively contribute to total score improvement. Further grade-specific analysis shows that Grade A presentations are strongly associated with innovation and interdisciplinary integration capabilities; Grade B presentations rely on logical rigor and data analysis quality; and Grade C presentations are primarily influenced by presentation skills and audience engagement. From a data-driven perspective, this study proposes structured and tiered instructional recommendations for developing students’ English academic presentation skills: building on logical training as the foundation, implementing differentiated teaching as the pathway, and aiming for overall coordination, to enhance students’ academic expression and comprehensive pragmatic competences.