Along with the development of the times, online classroom teaching activities have been carried out in different degrees and frequencies in various schools, and the gradual advancement of education informatization has improved the software and hardware environment of online classroom and other forms of teaching. The study designed a 21-item questionnaire related to English online classroom learning and selected all the students who participated in English online classroom teaching in a school for the survey. After collecting the questionnaire data, factor analysis and multiple stepwise regression model were used to conduct multivariate statistical analysis on the English online classroom data. And on this basis, the teaching plan was adjusted according to the actual learning behaviors of the high, medium and low risk level students themselves respectively to achieve personalized teaching. The results show that students’ satisfaction with the English online classroom is high, and that pre-course homework analysis, group learning, formative learning evaluation, students’ independent learning ability and online learning resources are the key positive factors affecting the learning effect of the English online classroom, with the influence coefficients of 0.036, 0.055, 0.048, 0.044, and 0.062, respectively. At the same time, after the optimization of teaching strategies, the students’ logged-in learning behavior, participation rate in interactive test questions and grades were significantly improved, proving the effectiveness of the strategy.