An Experimental Study Of Applying ESA Teaching Model To English Writing Teaching In Junior High School

Writing is an essential dimension of linguistic ability and the junior high school stage is critical for student learning.Currently,however,the junior high school teaching of English writing exists many problems.Teachers lack effective methods for teaching it.Students do not have a positive attitude towards writing and their quality of writing is poor.After Harmer(1998)proposes the ESA teaching model,it has gained approval and traction.But previous studies in China mainly focus on teaching reading and listening skills;it is applied less to English writing.Based on the previous research,the author applies the model to the teaching of writing in response to the identified problems that appear in English teaching writing.This research explores the influence of ESA teaching model on the attitudes to English writing and the writing quality of junior high school students.The author selected 60 students from the first grade in a junior high school in Heze to be the research objects,and used writing test,questionnaire and interview as research tools.Before the experiment,baseline writing ability and attitudes to study were ascertained via questionnaire and test for the students in the experimental and control groups.The author then used the ESA teaching model to teach writing in the experimental group and applied the PPP teaching model in the control group.After the experiment,questionnaire and test were conducted again in the two groups to explore the impact of ESA teaching model for any changes in the students’ attitude to writing and their writing quality.Before and after the experiment,the author conducted interviews with the experimental group students to deepen understanding of attitudes and any changes as a result of the ESA teaching model.The results show that after the ESA teaching model was implemented,students’ attitudes towards writing in the experimental group underwent a positive change.Compared with the control group,the students’ post-test scores in the experimental group has made remarkable progress.The research demonstrates that the ESA teaching model not only changes students’ attitudes to writing but also advances the quality of their writing output.