Applied Research Of ARCS Motivation Model On English Teaching In Junior Boarding Schools

As a form of schooling in the reform and development of basic education,boarding schools cover an increasingly wide area and exist in increasing numbers.Boarding school students have unstable learning motivation,little self-confidence,poor self-control and low interest in learning English and so on.Therefore,scholars have gradually attached importance to the motivation research of students in boarding schools.ARCS motivation model(Attention-Relevance-Confidence-Satisfaction)proposed by Professor Keller of Florida State University focuses on the stimulation and maintenance of students’ learning motivation,and effectively combines motivation theory,motivation strategy and instructional design to improve students’ learning motivation.Based on the above background,this study chooses second-year junior high school students in a boarding school in Zi Bo city as research objects.The study is guided by motivation theory,systematic instructional design theory,and constructivist learning theory.The research methods employed include questionnaire survey,experimental teaching,and interview.Based on the understanding of the English learning motivation of experimental class students,the ARCS motivation model is applied in English teaching to design classroom activities that cater to the learning characteristics of students.Through one semester of experimental teaching,teachers try their best to create a high-motivation learning environment for students so as to stimulate the enthusiasm and initiative of boarding school students,and further improve their English learning ability.The thesis mainly discusses the following questions: First,what is the current situation of English learning motivation of junior boarding school students? Second,how does the application of ARCS motivation model affect the English learning motivation of junior boarding school students? Third,how does the application of the ARCS motivation model affect the English learning level of boarding junior high school students?The results show that: Firstly,the English learning motivation of students in junior boarding schools is not ideal.Secondly,the application of ARCS motivation model has improved the English motivation level of junior boarding school students.Thirdly,the application of ARCS motivation model is conducive to improving the English learning level of junior boarding school students.It can be seen that the successful application of the ARCS motivation model has stimulated and maintained students’ learning motivation,achieved good teaching results,promoted the development of English teaching,and provided new ideas and research directions for future English teaching in junior boarding schools.