The Application Of ESA Teaching Model To English Writing Teaching In Junior Middle School

English writing runs through the whole process of English learning,and is an important way for students to learn English language and knowledge,to understand British and American culture,and to enhance their own cultural awareness.English writing teaching has become the focus of English teaching.Traditional English writing teaching is still teacher-centered,but it is difficult to improve students’ English writing level through traditional English writing because of the anxious classroom atmosphere,low interest in writing and low participation in class.How to teach English writing has always been a big problem for educators.Many scholars devote themselves to researching unique writing theories to change the traditional classroom teaching model.Through the collection of literature,this study found that a series of problems existing in writing teaching can be improved through a new teaching model-ESA model.The ESA model was first proposed by British educator Jeremy Hammer in his book How to Teach English.E is Engage of learning materials,S is Study of knowledge in Engage or Activate stage,A is input of knowledge or activation of learning or application of early stage,which is called ESA.These three elements can flexibly change their positions to form different teaching forms,which are Straight Arrows Sequence（ESA）,Boomerang Sequence（ESAS）and Patchwork Sequence（EASAE）.It is the flexibility of this teaching model that injects new vitality into the reform of English teaching model.Based on the Input and Output hypothesis,Student-centered theory and Motivation theory,the ESA model was applied to English writing teaching in junior middle school,in order to further explore the empirical significance of the model and its effectiveness and feasibility in applied writing teaching.This study selected 100 students from class 1 and Class 2 of a middle school in Kashi as research subjects,which were divided into experimental class and comparative class.Hammer’s ESA model is adopted in the experimental class while the traditional teaching model is adopted in the comparative class.The author uses a combination of qualitative and quantitative research,and through questionnaire survey,interview and experimental methods to test.In order to answer the two questions: 1.Can ESA teaching model improve students’ interest in writing? 2.Can ESA teaching model improve students’ writing scores? After a 12-week teaching experiment,the author collected and analyzed the data and survey results of pre and post-test,and used SPSS23.0 for data analysis to test whether the research questions are answered.The results show that,compared with traditional PWP model,the ESA model can effectively improve students’ writing interest and classroom participation,promote students to master English writing skills,and significantly improve their English writing performance.In addition,the ESA model pays more attention to students’ subjectivity and the flexibility of classroom teaching,and to some extent it can improve the situation of students’ insufficient writing vocabulary,distraction in writing,and lack of ability to activate and solve the problem of effectively mobilizing the existing background knowledge.According to the application research,It is indeed a feasible way to apply ESA model in English teaching in junior middle school to solve the problems found in this research.Finally,from the perspective of practical teaching,the author puts forward some suggestions and teaching enlightenment on how to make better use of ESA model in the future classroom teaching,in order to provide reference for teachers’ classroom teaching.However,due to the limitations of practical conditions,there are also some limitations and difficulties that can not be ignored in the implementation of ESA model,so the research work needs to be further explored and improved.