Research On The Application Of ESA Teaching Model In English Writing Teaching In Junior High School

In the English Curriculum Standards for Compulsory Education(2022 Edition),students are required to be able to describe and introduce things around them and express their feelings,attitudes and opinions in the form of written discourse.At the same time,students are also required to learn to question the content and opinions of the text appropriately,to explain the unreasonable points to make them reasonable and orderly.Higher requirements for junior high school students’ comprehensive language application ability have been set by the new English curriculum standards,but the current situation of“teaching” and “learning” in English writing is not optimistic.In teaching process,some teachers’ teaching models are single and predictable,and the teaching of writing mainly focuses on explaining language knowledge,overemphasizing the accuracy of grammar and neglecting the cultivation of students’ writing strategies and logical thinking.Students are full of anxiety about writing learning,and the effect of writing teaching is not very ideal.Therefore,in order to change this teaching situation,it is necessary to introduce a more effective English writing teaching model.Jeremy Hammer,a renowned expert in English teaching,first proposed the ESA teaching model in his monograph How to Teach English.The teaching model is composed of three elements,namely Engage,Study,and Activate.The transformation and combination of the three elements can evolve into three different types of lessons:Straight Arrows sequence,Boomerang sequence,and Patchwork sequence.The ESA teaching model is a more open teaching concept,which can break the single model of writing teaching and transform linear teaching into circular teaching,and give teachers and students more initiative.At the same time,the model is a learner-centered teaching model that encourages students to learn independently,cooperatively,and inquisitively,while the teacher plays the role of a guide and helps students with difficulties they encounter in the writing process,which is conducive to stimulating students’ writing thinking and cultivating their independent writing ability.Students in the second grade of a middle school in Yongan City were selected as the research subjects and divided into the experimental group and control group.During the experiment,the experimental group adopted the ESA teaching model,while the control group adopted the traditional PPP teaching model.The following three questions are studied by means of the questionnaire survey,interview,and test.(1)What is the effect of the ESA teaching model on junior high school students’ writing anxiety?(2)What is the effect of the ESA teaching model on junior high school students’ use of writing strategies?(3)What is the effect of the ESA teaching model on the writing logic level of junior high school students?After a semester of teaching experiments,the results of the questionnaire survey and the scores of the writing tests were collected and collated,and the data were analyzed by using SPSS 23.0.The research results show that the ESA teaching model can effectively alleviate students’ writing anxiety and stimulate students’ writing enthusiasm compared with the traditional PPP teaching model.In writing,students’ use of cognitive strategies,metacognitive strategies,and socio-emotional strategies have been further improved,and students’ writing logic level has been improved significantly.