An Experimental Study Of Application Of ESA Teaching Model In English Writing Teaching In Senior High School

In the new historical period,both the great rejuvenation of the Chinese nation and the continuous progress of human society need foreign language talents and the continuous construction and development of foreign languages.As a foreign language subject,the importance of English is obvious.English writing runs through the entire process of English learning,and is an important way for students to learn English language and knowledge,understand western culture,and enhance their own cultural awareness.Writing is an important language skill,and teaching English writing at the high school level is a critical period that can continuously stimulate students’ interest in writing and improve their writing skills and literacy.Thus,teaching writing at the high school level is very of great importance for English learning.Teaching English writing in high school has an important role in guiding students’ language skills,thinking skills,and necessarily their performance in writing.However,many problems have been exposed in the current high school English writing teaching,such as the unsatisfactory effect of writing teaching and the lack of students’ writing expression ability,etc.It is significant to introduce a new writing teaching model to improve the current situation.The ESA teaching model is based on the PPP teaching model,which was proposed by the famous British teaching expert,Jeremy Harmer,and it promotes the further improvement and development of the English language teaching model.The ESA model consists of three main elements: engage,study,and activate.One major advantage of the ESA writing teaching model is flexibility.Teachers can constantly adjust their teaching strategies according to the actual situation in writing classes and creatively organize teaching activities to meet students’ learning needs.At the same time,this teaching model is learner-centered,and the teacher acts as a guide throughout the teaching process,helping students to solve the difficulties they encounter in the writing process,which is helpful for students to write independently and express themselves freely.In addition,the model considers conscious input and effective output to be very important.The author conducted an eighteen-week teaching experiment in a high school in Hezhang County,Guizhou Province and the author applied the ESA teaching model to high school English writing classes,hoping that this model would improve the effectiveness of high school writing teaching and make writing classes more lively.100 first-year students of the senior high school whose writing proficiency was basically the same were selected as the research subjects,50 students from class 3(the control class)while 50 students from class 4(the experimental class).The qualitative and quantitative research methods were used through questionnaires interviews and tests in this study.This research attempts to discuss the following questions : 1.What does the teacher do by applying ESA teaching model to stimulate students’ interest in English writing? 2.What are the effects of ESA teaching model on students’ English writing performance?Before the experiment,the basic writing ability and learning attitude of the students in the experimental class and control class were determined by questionnaires.Then,the author adopted the PPP teaching mode and ESA teaching mode in the control class and experimental class respectively.At the end of the experiment,questionnaires and tests were administered again to students in both classes to explore the effects of ESA teaching mode on the changes of students’ writing attitudes and writing quality.Both in pre-experiment and post-experiment some students from the experimental class were interviewed to learn about students’ attitude toward the ESA teaching mode and both the changes about their interest in English writing and their English writing performance.After comparing the data results of questionnaires before and after the experiment,interview transcripts and test scores,the author analyzed and came to the following conclusions: First,Students’ interest in English writing can be stimulated and developed by applying ESA Teaching Model.Second,students’ awareness of using writing strategies can be cultivated in the process of writing based on ESA Teaching Model.Third,students’ writing performance can be apparently improved by applying ESA teaching model compared with that by applying traditional teaching method.It is also found that this study has many shortcomings,such as:limited research time,small sample size of the study,and limited research capacity of the researcher.Therefore,the researcher’s experimental study on application of ESA teaching model in senior high school English writing teaching needs to be further improved and enhanced.