The Application Of ARCS Model To English Reading Class In Senior High School

High school English reading,as the most crucial language input part of English language learning throughout the high school level.Not only systematically and purposefully help students expand their vocabulary and acquire information,but also assist them in gradually building their awareness of discourse and improving their language comprehension and usage skills.In the current English reading teaching,some teachers still use a single teaching method.They mechanize the reading materials in terms of vocabulary and grammar.This leads to a monotonous and boring classroom of English reading,and students’ motivation to learn English reading cannot be effectively stimulated as a result.John M.Keller,proposed the "ARCS model of motivation",namely attention,relevance,confidence,and satisfaction,as the starting point to design motivational strategies that are appropriate to the motivational status of the student population and the characteristics of the teaching content.Therefore,in this study,the four elements of the ARCS motivation model are combined with the reading content selected from the new textbook and applied in the high school English reading classroom.This study will explore the following two questions through literature analysis,questionnaire,test and interview methods.First,Dose the students’ learning motivation of English reading can be enhanced after ARCS motivational model applied to high school English teaching?Second,Does the application of ARCS motivation model in high school English reading teaching can improve reading performance?The results of the study showed that,after the experiment,the above situation generally improved greatly.Second,the results of the study found that the ARCS motivation model-led reading classroom successfully elicited and maintained students’ attention and motivation to learn English reading.Third,the results of the pre-experimental English reading test and the post-experimental English reading test revealed that the ARCS motivation model applied to high school English reading instruction did improve students’ performance in English reading.