A Study On The Effects Of ESA Teaching Model On Non-English Majors’ Autonomous Learning Ability In Reading Teaching

In the 1990s,Jeremy Harmer,a famous British linguist,first proposed the ESA teaching model.He believes that English classroom teaching includes three basic elements,namely: Engage,Study and Activate.The ESA teaching model is based on constructivism,motivation theory and the input and output hypothesis.Teachers have the flexibility to adjust the teaching steps according to the students’ situation,establishing a more comfortable and relaxed learning circumstance.The model changes the traditional teaching style and the learning style,emphasizing the autonomy of student learning.In addition,a review of the relevant literature reveals that the ESA teaching model coincides with autonomous learning in terms of educational philosophy,that is,both insist on student-centeredness.This study applies the ESA teaching model to college English reading teaching,aiming to explore the following three questions:(1)What is the effect of the ESA teaching model on the college students’ autonomous learning ability in reading?(2)Under the ESA teaching model,what is the relationship between students’ autonomous learning ability in reading and their reading achievements?(3)What are students’ attitudes towards the adoption of the ESA teaching model to develop autonomous learning ability in reading?Students in two classes of 2021 at Shenyang Normal University International Business School are selected as the research subjects,with a total of 62 students.Both classes use the same teaching materials and are taught by the same teacher.The experimental period lasts one semester,15 weeks in total.After the experiment,the data of pre-test and post-test,questionnaires and interview are collected and analyzed by SPSS 26.0 software.Through the data analysis,this study draws the following conclusions:(1)ESA teaching model has a positive effect on non-English majors’ autonomous learning ability in reading.(2)The ESA teaching model improves students’ reading performance,and there is a significant positive correlation between reading autonomy and reading performance of non-English majors.(3)Based on the ESA teaching model,the subjects changed from passively receiving knowledge to actively thinking,their reading interest is significantly increased,and their attitude to and behavior of autonomous learning changed.It can be seen that the ESA teaching model is helpful to improve students’ autonomous learning ability and reading performance.It is worthwhile to apply the ESA teaching model to college English reading teaching,which provides a new research perspective and practical support for the research of autonomous learning ability and reading teaching.