An Experimental Study Of KWL Reading Model Assisted By QAR Strategy In English Reading Classroom In A Senior High School

English reading is an important part of English teaching,and how to improve English reading teaching is worth studying.The English Curriculum Standard(2020)advocates that teachers encourage students to participate in reading independently and cooperatively so that students’ understanding of discourse and cultural values and their learning ability can also be cultivated.The KWL(Know-What-Learn)model is a “three-step” reading method designed for teachers(Tao Jiali,Zhao Rulan,and Kong Linglan,2021),while QAR(Question-Answer Relationship),this reading strategy helps students to answer reading questions efficiently(Tian Jingwen,2020).Therefore,based on the Constructivist learning theory,Meta-cognitive theory,and Schema theory,this study applies the QAR strategy-assisted KWL model in high school English reading teaching.It is designed to investigate how it affects students’ English reading achievements,classroom participation,and students’ interest in English reading.The specific questions in this research are described as follows:(1)What are the effects of the QAR strategy-assisted KWL reading model on the reading achievements of Senior High School students?(2)What are the impacts of the QAR strategy-assisted KWL reading model on students’ classroom participation?(3)How does the QAR strategy-assisted KWL reading model affects students’ English reading interests?The researcher used an experimental method and two tools which were questionnaires and interviews,with two Grade 2 Senior High School classes as the research objects.Class 1was the control class,and Class 2 was the practical class.And a 12-week teaching experiment was conducted.The researcher adopted the Top-down reading mode in the control class,while the experimental class adopted the QAR strategy-assisted KWL reading model.After the experiment,the researcher processed the collected quantitative data.It was concluded that after 12 weeks of experimentation with the QAR strategy-assisted KWL model,this model can promote students’ learning in English reading,which is embodied in: First,the experimental class’ s average score of English reading was improved,which compared explicitly with the pretest score.Second,students’ classroom participation in practical class has been enhanced.Specifically,from the cognitive dimension,students can use reading strategies independently to improve reading efficiency;from the emotional dimension,the students are interested in reading class,and answer questions confidently;from the behavior dimension,the students not only listen carefully but also cooperate actively with the teacher in all aspects of the reading class,the teamwork with the classmates is more tacit.Third,The English reading class has a higher level of engagement among students in the experimental class.Therefore,the authors of this study suggested the following implications: English teachers should learn new teaching models constantly and apply them to reading lessons;The real purpose of reading teaching is not only to teach students to read a given text,but more importantly to enable them to learn how to read,and teachers should provide students with reading material as much as possible so that they can have a good reading experience.English teachers should keep in mind the concept of lifelong learning and improve their teaching skills and quality continuously.