An Experimental Research On ESA Teaching Model In English Reading Teaching In A Senior High School

In English learning,reading is an important language input,affecting students’ language ability and knowledge level.The students’ participation and ability will be influenced by the teaching forms and methods of reading classes.However,the traditional teaching model is teacher-centered and students cannot effectively combine the ability to acquire and process information with the skills to learn language knowledge.In order to balance the teaching goals and meet current requirements of English reading teaching,educational researchers have proposed various research models for English reading teaching.In 1998,Hammer first proposed the ESA(Engage,Study and Activate)teaching model in his book How to Teach English.Compared with traditional language classroom teaching models,the three components of Engage,Study and Activate are dynamically used and adjusted by the ESA teaching model,regarding students as the main body and improving student participation.Therefore,this research is based on constructivist learning theory and schema theory,adopting both quantitative and qualitative research techniques and dividing students into two parallel classes of Senior One in Yining XXX Middle School as the research subjects to investigate the effects of ESA teaching model on academic achievement in English reading and student participation and answer the following questions:1.What is the effect of ESA teaching model on English reading academic achievement in Senior One?2.What are the effects of ESA teaching model on high,intermediate and low language level students’ English reading academic achievement?3.What is the effect of ESA teaching model on student participation in Senior One?Throughout the experiment,the ESA teaching model is implemented in the experimental class while the control class adopted the PWP(Pre-reading While-reading Post-reading)teaching model.Based on the score for the first semester of the 2020-2021,three language-level groups comprise the students in the experimental class: high,intermediate and low.Both classes have the same reading materials and are taught by the same teacher.After the 12-week teaching experiment,post-test and questionnaire are conducted.Then randomly select 2 students from high,intermediate and low level students for interview.The research draw the following findings:1.ESA teaching model can improve students’ English reading academic achievement.2.ESA teaching model has the most significant effect on English reading achievement of students with low language level,followed by students with high language level and intermediate language level.3.ESA teaching model can improve student participation.Student participation has been improved in behavior,cognition and emotion,especially in cognitive participation.Based on the above findings,teaching implications can be drawn: Teachers should make use of the advantages of the ESA teaching model to improve students’ academic achievement in English reading;Teachers should flexibly use and adjust the allocation of the three elements in classroom time for students with different language levels;Teachers should reasonably and carefully design teaching activities for each class to stimulate students’ interest and enhance student participation.