A Research On The Effects Of PADD Class On High School Students’ English Reading

According to the New English Curriculum Standards for Regular High School(2020revision),listening,speaking,reading,viewing and writing are the five essential skills in learning English.As one of the essential skills,English reading plays a key role in English teaching in senior high school.How to improve students’ English reading has always been an important issue for most English teachers and students in senior high school.In 2014,Professor Zhang Xuexin first put forward the concept of PAD class(Presentation,Assimilation,Discussion),which was developed as PADD(Presentation,Assimilation,Discussion and Dialogue)class by Zhang in 2020.Since its introduction,PADD class has been popular among teachers and learners.However,most researches are about the application of PADD class in various subjects in college.There is relatively little research about English reading teaching in senior high school.Considering the current situation of senior high school English reading teaching,the author applied the PADD class in English teaching in senior high school so as to solve the following questions:(1)What are the effects of PADD class on students’ learning initiative in senior high school English reading teaching?(2)What are the effects of PADD class on students’ reading scores in senior high school English reading teaching?The participants of this research are 100 students in senior one in a high school in Qingyuan.Before the experiment,the results of the Students’ English Reading Initiative Questionnaire for EC and CC,and pretests of the two classes were analyzed,concluding that there was no significant difference between the two classes.It meant that the two classes were suitable to be the subjects of this experiment.One of the classes would be chosen randomly as EC while the other as CC.During the experiment,the author applied the PADD class in EC and adopted traditional English teaching methods,such as PWP,in CC.After the experiment,students in EC and CC carried out Students’ English Reading Initiative Questionnaire again so that the changes in reading initiative after the application of PADD class could be compared.In order to know more about students’ attitudes comprehensively and the changes after the application of PADD class,a Feedback Questionnaire on the PADD class was conducted in EC.Besides,six students would be chosen as representatives in EC to do an interview.Then,two teachers who observed the reading teaching classes were interviewed so that students’ performances could be compared.Finally,students’ reading scores in post-test would be compared.According to the results,a conclusion could be drawn that PADD class is conducive to students’ English reading.To be exact,PADD class is beneficial to improving students’ English learning initiatives and reading scores.Finally,limitations of the research were listed.This research lasts merely for a term,which is not long enough.Also,the sample capacity of the research is limited.Then some implications for teachers and students were put forward so as to bring some enlightenment to English teachers.In the first place,full preparations should be made before lessons.Secondly,students’ individuality as well as diversity should be taken into account.In addition,much attention should be paid on the discussion part.Besides,the difficulty of the task sheet should involve easy,medium and challenging.