Given the heavy workload faced by teachers, automatic speaking scoring systems provide essential support. This study aims to consolidate technological configurations of automatic scoring systems for spontaneous L2 English, drawing from literature published between 2014 and 2024. The focus will be on the architecture of the automatic speech recognition model and the scoring model, as well as on features used to evaluate phonological competence, linguistic proficiency, and task completion. By synthesizing these elements, the study seeks to identify potential research areas, as well as provide a foundation for future research and practical applications in software engineering.

In this paper, a new compound health drink of aloe and balsam pear was developed by using high-quality aloe and balsam pear as main raw materials and white granulated sugar and citric acid as auxiliary materials. The effects of the addition of aloe juice, balsam pear juice, white granulated sugar and citric acid on the sensory quality of the beverage were investigated and analyzed. On this basis, the orthogonal test was conducted to determine the best formula for the beverage. The results showed that the order of the factors affecting the quality of the finished product was the addition of aloe juice > white granulated sugar > citric acid > balsam pear juice; the optimal formula is 24% aloe juice, 10% balsam pear juice, 7% white granulated sugar and 0.09% citric acid and the resulting beverage was bright in color, sweet and sour with good flavor, and its physical, chemical and health indicators meet the national standards.

This article delves into the controversial practice of utilizing a student’s first language (L1) as a teaching resource in second language (L2) learning environments. Initially, strategies such as code-switching/code-mixing and translanguaging were considered signs of poor linguistic ability. There was a strong push towards using only the target language in foreign language education, aiming to limit the first language’s interference and foster a deeper immersion in the new language. However, later research has shown the benefits of incorporating the first language in bilingual education and language learning processes. It’s argued that a student’s knowledge in their native language can actually support their comprehension of a second language, suggesting that transferring certain linguistic or conceptual knowledge from L1 to L2 can be advantageous. This perspective encourages the strategic use of this knowledge transfer in teaching methods. Moreover, the text points to positive results from various studies on the positive impact of L1 usage in L2 classrooms. These insights pave the way for further exploration into the application of the first language in adult English as a Second Language (ESL)/English as a Foreign Language (EFL) education, particularly regarding providing corrective feedback.