Study On The Application Of ARCS Motivation Model In The Teaching Of English Writing In Rural Junior Middle Schools

Whether it is from the perspective of the role of English writing itself,or from the perspective of the country and society’s demand for writing talents,it is very important for junior high school students to master English writing.However,in the vast rural junior high schools,the overall English writing level of students is relatively low.In order to solve this problem,researchers have carried out a large number of studies on theories,processes,methods and influencing factors of teaching of English writing,and have achieved fruitful results.In recent years,more scholars have begun to pay attention to the positive factors of learners themselves,among which learning motivation is undoubtedly an important variable that affects the effect of English learning.Keller first proposed the ARCS motivation model(Attention,Relevance,Confidence,Satisfaction)in 1979.Scholars have studied and explored this model in the theoretical and practical fields.It has been shown that the ARCS motivation model can help to improve and maintain students’ ability in teaching of English.What’s more,the level of learning motivation can effectively enhance the learning effect.The research methods of this study mainly include: questionnaire survey method,observation method,interview method and experimental method.The purpose of the research is to explore whether the application of ARCS motivation model in the teaching of English writing in rural junior high schools can significantly improve students’ motivation for learning writing of English,writing scores and overall English scores.The research process is as follows: First,the current situation of English writing teaching in the two classes of the eighth grade of the rural junior high school is investigated;then,combining the characteristics of the textbook,academic conditions and the operational essentials of the ARCS motivation model,the ARCS motivation model is incorporated into the English writing teaching process of the experimental group to the end,the control group adopts conventional English writing teaching;finally,the qualitative and quantitative analysis of the English writing motivation level and writing ability level of the experimental group and the control group students before and after the experiment.The main conclusions of the research are as follows:(1)Rural junior high school students’ English writing motivation level and writing ability are low,and there is no significant difference in demographic variables which includes gender or whether they are left-behind children.(2)The ARCS motivation model can effectively improve students’ motivation level of English writing in junior high school: the writing motivation level of the experimental group receiving the intervention of the ARCS motivation model are significantly higher than that of the control group receiving regular teaching.(3)The ARCS motivation model can effectively improve students’ ability of English writing in junior high school: the ability of English writing in the experimental group receiving the intervention of the ARCS motivation model are significantly higher than that of the control group receiving regular teaching.