Application Of ARCS Motivation Model In English Reading Teaching In Senior High School ——A Case Study Of S Senior High School In Xining

Motivation is one of the most activity individual factors of language learning.The high school level is the most critical period for improving the foundation of English,which will significantly impact students’ lifelong English learning and development.As the primary input pathway in language learning,reading skills are an essential means for students to acquire information and improve their language application skills.However,many teachers in high school English reading classrooms are still using the traditional English teaching methods.The teachers’ teaching focus is often on explaining vocabulary and grammar,which leads to the fact that students can only passively receive knowledge under the teacher’s guidance,mainly neglecting the stimulation and cultivation of learning motivation.Therefore,English reading teaching should not only focus on students’ memorization of vocabulary in the text or grammatical analysis of long and complex sentences but,more importantly,on students’ motivation to learn.One of the most essential goals of English teaching is to cultivate students’ enthusiasm in studying English and to stimulate their intrinsic motivation.A current study trend is to incorporate motivation factors into the planning process of foreign language instruction.The ARCS motivation model is an authoritative approach to integrating motivation principles into the teaching design process.The author effectively motivates and maintains students by combining the four dimensions of attention,relevance,confidence,and satisfaction in the ARCS motivation model into the high school English teaching classroom.Two classes in Xining Fourth Senior High School sophomore year were selected for this study and randomly divided into a control class and an experimental class,with52 students in the control class and 47 students in the experimental class.The traditional reading teaching method was applied to the control class,and the ARCS motivation model was applied to the experimental class.Based on this,this thesis focuses on the following questions:（1）How did high school students’ English reading motivation change before and after applying the ARCS motivation model?（2）How does the ARCS motivation model effect student achievement and classroom performance?（3）How do the four factors in the ARCS motivation model differ in their effects on high school students’ reading motivation?Based on the ARCS motivation model,this study used a combination of quantitative and qualitative research methods to analyze the changes in students’ motivational behaviors in the classroom through a classroom observation scale before and after the experiment to investigate the changes in students’ English reading motivation before and after the experiment using the same questionnaires and to test the effectiveness of teaching the ARCS motivation model with a test paper.Finally,interviews were conducted to understand the changes in students’ interest in English reading in the experimental class after implementing the ARCS model.The results showed that（1）the high school students’ motivation in English reading was not strong before the ARCS motivation model was applied.Still,the experimental class showed a significant increase in the four aspects of attention,relevance,confidence,and satisfaction after the ARCS motivation model was applied compared to the control class.（2）The experimental class showed significant grades and class participation improvements after applying the ARCS motivation model.（3）Among the four factors of the ARCS motivation model,the most significant influence on high school English reading motivation was attention,followed by relevance and satisfaction.In comparison,self-confidence had a weaker influence on the high school students in this study than the other three factors.This study demonstrates that the ARCS motivation model effectively captures students’ attention and increases students’ selfconfidence,learning satisfaction,and motivation to learn English.To solve the current problems in English reading teaching,this paper proposes corresponding improvement measures based on the ARCS motivation model to help future English reading teaching.However,there are still problems in this paper such as the small sample size and students’ adaptability to the new teaching methods to be strengthened.Finally,the insights of this paper are summarized,the shortcomings of this paper are pointed out,and some references are provided on how to better apply the ARCS motivation model and future research.