An Empirical Study Of ESA Teaching Model In English Reading Teaching Of Senior High School

Reading is the main way for high school students to obtain information and understand foreign culture.At the same time,the cultivation of English reading ability is the main mean to improve students’ English ability.But there are still many problems in English reading class in high school: affected by exam oriented education,many teachers still carry out teaching activities mainly focusing on vocabulary and grammar,which makes students feel that they can do well in reading as long as they master vocabulary and grammar.This teaching method will make students feel boring and students’ participation is not strong,which restricts the improvement of reading ability.Therefore,teachers should actively change their teaching concepts and adopt new teaching models and methods.In1998,Harmer first put forward ESA teaching model,namely Engage-Study-Activate,which reinvigorated the reform of English teaching model.At the same time,research on this model has been increasing.On the basis of analyzing and summarizing the theoretical framework and relevant research of ESA teaching model,this paper carried out an empirical research on the application of ESA teaching model in English reading teaching in senior high school,trying to solve the current problems of high school English reading.Mixed methods research was adopted in this study,including qualitative and quantitative research methods.Quantitative research methods include questionnaires and reading tests,and qualitative research method is interview.114 students in Class 3 and Class 4 of a high school in Nanchang City were selected as the research subjects,and the two classes were divided into experimental class and control class.The study includes three questions:(1)What impact does ESA teaching model have on students’ interest and engagement in English reading?(2)What impact does ESA teaching model have on students’ use of reading strategies?(3)Can ESA teaching model improve students’ English reading performance?During the experiment,the control class still adopted the traditional reading teaching model,while the experimental class implemented ESA teaching model,and other variables were strictly controlled.After the one-semester teaching experiment,the data of questionnaire,test scores of reading comprehension and interview results were collected and analyzed,and SPSS26.0 was used for data analysis.The experimental results indicate that the application of ESA teaching model plays a positive role in improving students’ English reading interest,learning engagement,English reading strategies and English reading performance.Finally,this study summarized the problems and limitations of this experiment,and put forward specific suggestions.