A Study On The Application Of ARCS Motivation Model In Junior High School English Reading Teaching

Reading competence,as one of the essential skills of language competence,which includes listening,speaking,reading,writing and viewing,plays an indispensable role in English teaching and learning.With the execution of the “New Curriculum Standard”,and under the demands of the English Curriculum Standards for Compulsory Education(2022-year Edition),there is a newly and higher criteria for junior high school students in terms of the mastery of reading knowledge and skills for junior high school pupils.Therefore,English reading is both an important instructional material for teachers and a necessary ability for students in daily English learning.Many teachers still utilize the traditional way of delivering vocabulary and grammar to pupils in English reading lessons,and they are unable to conduct in-depth analysis on the material to explore the true meaning of its content,resulting in students’ learning process in English reading has been out of a passive position,and paired with the influence of the pandemic in recent years,the mode of students’ classes has been switched from offline to online,students’ learning motivation has been on the wane.As a result,how to inspire and maintain students’ motivation during reading class,as well as how to raise students’ interest,is a worthwhile subject that requires careful consideration and thought.ARCS model was proposed by John M.Keller in 1979 a professor of psychology at the University of California,which includes designing strategies of attention,relevance,confidence and satisfaction in order to stimulate and maintain the learning motivation.Based on this model,the study conducted a three-month survey of 83eighth-grade students in a middle school in Xi’an.The research is primarily focused on three issues:(1)What’ s the current situation of students in junior high school English reading teaching?(2)What strategies can be used to apply ARCS model in middle school English reading teaching?(3)Does the ARCS model have an impact on the junior high school students in English reading learning,and if so,in what aspects?The research mainly analyzes the changes in the motivation level of students in the experimental class and the control class before and after the experiment by using the questionnaire,test,and interview,and finally draws a conclusion: After combing the strategies of ARCS model with daily English teaching and learning,the ARCS model in English reading teaching can stimulate and maintain students’ learning motivation effectively.Particularly in the areas of attention,relevance,confidence,and satisfaction.Furthermore,students’ reading abilities improved,their knowledge of English reading learning increased at the same time,which helped them create a positive attitude toward English learning.