A Study On The Effects Of ITLA Based On Core Competencies On Junior High School Students’ English Reading

English reading,as an effective way for learners to input foreign language information,helps students obtain knowledge of language as well as understand foreign cultures.In the backdrop of the new curriculum reformation,English Curriculum Standards for Compulsory Education(2022 Edition)established the general goal of cultivating and developing students’ core competencies and further put forward the implementation of integration of teaching,learning and assessment(ITLA)to reach the goal.ITLA,as one of the teaching ideas,was first formally put forward in The General High School English Curriculum Standards(2017 Edition)which means that a complete teaching process contains three aspects,namely,teaching,learning and assessment.ITLA highlights the process in which teachers’ teaching,students’ learning and various forms of evaluation are integrated together to point to objectives in order to develop students’ core competencies.In recent years,numerous academics have studied the meaning and implementation of ITLA and obtained eminent achievements in English reading.However,when it comes to the effect of ITLA on students’ English reading,it can be studied further.In light of the above,this thesis intends to investigate the effects of ITLA based on core competencies on junior high school students’ English reading with an expectation of providing some implications for the future.Therefore,the subsequent three questions are figured out:(1)What are the effects of ITLA based on core competencies on students’ learning engagement in reading class in junior high school?(2)What are the effects of ITLA based on core competencies on students’ reading scores in junior high school?(3)What are the effects of ITLA based on core competencies on students’ attitudes towards reading in junior high school?This study selected 85 third grade students from two classes in junior high school in Wuhan,Hubei Province as research objects.In order to make sure the credibility of the study,two classes whose English reading proficiency was at the same level were randomly identified,43 students in EC and 42 students in CC.ITLA teaching idea was implemented in EC,while PWP model without ITLA idea was used in the other class.Quantitative methods are used together with qualitative method.Specifically,prequestionnaire and post questionnaire were conducted in both classes to survey the learning engagement and the pre-test and post-test to investigate the reading ability.At the end of the experiment,12 students in EC from three reading ability levels(low,medium and high)were invited to participate the semi-structured interview to investigate students’ reading attitudes.Meanwhile,the data of the questionnaire and tests were analyzed by using SPSS26.0.The research results showed that:(1)ITLA based on core competencies,to a certain degree,has enhanced students’ learning engagement in class.(2)After threemonth teaching experiment,ITLA based on core competencies has improved student’reading scores to some extent.(3)ITLA based on core competencies influences students’ reading attitudes in a positive way.Specifically,it intrigues students’ reading interest,arouses students’ enthusiasm,releases students’ learning initiative,boosts students’ participation and therefore develops students’ core competencies.In addition,this study also provides some implications for English reading teaching,for instance,teachers should set specific and actionable teaching objectives,encourage various forms of assessment and so on.All in all,this study turned out that the ITLA has a positive effect on students’ English reading in junior high school.However,there are still some restrictions which still need to be further improved.