| Reading is an important part of senior high school English teaching,but the overall situation of senior high school English reading teaching is not optimistic.Under the pressure of heavy coursework,teachers often ignore students’ motivation to learn English reading,and most of the time is spent on vocabulary and grammar in reading classes,which demotivates students’ learning of English reading.Therefore,it is imperative to improve the teaching of English reading classes in senior high schools.English Curriculum Standards for Senior High School issued by the Ministry of Education in 2020 added the dimension of affective strategy,requiring students to maintain an active and positive attitude towards English learning,constantly enhancing their self-confidence and interest in learning.To meet the requirements of the curriculum,the study did a two-round action research to apply the ARCS motivation model to senior high school English reading teaching.The two-round action research selected 35 senior high school students from a senior high school in Liaoning Province as participants,aiming to address the following two questions:1.What is the effect of reading teaching with ARCS motivation model on senior high school students’ English reading motivation?2.What is the effect of reading teaching with ARCS motivation model on senior high school students’ English reading achievement?In this action research,data were collected using a variety of tools such as questionnaires,tests,and interviews.The results of questionnaires and tests were analyzed by using SPSS Statistics software 27.0,and the results of interviews were analyzed by MAXQDA.The results show that the ARCS motivation model has a positive effect on senior high school students’ English reading motivation and achievement.By applying the ARCS motivation model to senior high school English classes,students’ learning motivation has been improved overall,mainly in four aspects: attention,awareness of relevance,confidence and satisfaction.In addition,the ARCS motivation model English reading class also improves students’ reading achievement,namely reading fluency,reading skills and English language knowledge.The ARCS motivation model provides a systematic theoretical basis for stimulating the motivation of teaching,and provides many teaching implications for senior high school English reading teaching.The researcher has proposed some methods to apply the ARCS motivation model to senior high school English reading classes to improve the reading motivation and achievement of senior high school students,but further research is still needed in some aspects,such as further in-depth analysis of the ARCS motivation model,and the use of teaching materials should be based on respecting students’ individual differences. |
