An Empirical Study On The English Reading Teaching In Junior Middle School Based On The View Of English Learning Activity

Reading is a crucial way for language learners to acquire linguistic knowledge and foster cognitive development.As a fundamental component of English teaching,the teaching of English reading significantly impacts students’ language acquisition.In accordance with The English Curriculum Standards(2022 edition),English instructors are required to implement the View of English Learning Activities(VOELA),enhancing students’ abilities and core literacy.Based on this,the study,using the Bloom’s Educational Objective Taxonomy Theory and Krashen’s Input Hypothesis Theory as theoretical foundation,conducted a 14-week teaching experiment with 90 students from two classes in the first year of junior high school as the research subjects.To test for the effects on students’ reading scores and attitude,the author conducted teaching experiment.The subjects are first-grade students from two classes at a junior high school.The study verified the following two research hypotheses:(1)applying VOELA to English reading teaching can improve junior high school students’ reading comprehension score.(2)applying VOELA to English reading teaching can improve junior high school students’ reading learning attitudes.The experimental class taught English reading based on the VOELA,while the control class carried out traditional reading teaching that emphasizes obtaining language knowledge.Before and after the experiment,reading tests were conducted in both classes,and SPSS 27.0 was used to analyze the data in detail to compare the change in reading scores between the two classes.Before and after the experiment,a questionnaire was conducted on the experimental class students to know students’ reading learning attitudes(cognitive,emotion and behavioral).After the experiment,interviews were conducted with experimental class students to understand their attitudes towards reading teaching based the VOELA.Analysis of reading test data showed that the experimental class’ s reading scores improved significantly compared to the control class(P=0.025).Analysis of questionnaire data showed that students’ reading learning attitudes also significantly improved in three dimensions: cognitive(P=0.00),emotional(P=0.00)and behavior(P=0.00).The research findings indicate that the application of VOELA to English reading teaching can enhance students’ reading scores and arouse their learning attitude towards reading.Furthermore,students hold a positive attitude towards reading teaching based on the VOELA.Finally,the author proposes three suggestions for the teaching of English reading in junior high schools: the teachers should comprehensively study the teaching texts and design reading teaching activities based on learning situations;teachers should design reading teaching activities hierarchically to cultivate students’ advanced thinking and implement integrated evaluation during the teaching process.