An Empirical Research Of ARCS Motivation Model In English Reading Teaching Of Senior Two

English reading teaching is an important part of English classroom teaching in senior high school.However,in the current English reading teaching,teachers still pay attention to the translation of English reading texts and the explanation of language points,and largely ignore the stimulation of students’ learning motivation.Keller’s ARCS motivation model advocates designing teaching from four aspects: attention,relevance,self-confidence and satisfaction.First,teachers should draw their attention to a certain learning task,let students understand that it is relevant to themselves to complete this task,then make them have the confidence to learn well,and finally experience the satisfaction brought by success,thus helping teachers to stimulate and maintain students’ motivation.Based on the situation,this thesis applies ARCS(Attention,Relevance,Confidence,Satisfaction)motivation model to English reading teaching in senior high school,and compares it with the PWP(Pre-reading,While-reading,Post-reading)English reading teaching model,aiming at exploring the influence of ARCS motivation model on students’ motivation and achievements in English reading teaching.This thesis will explore the following issues.The main research questions are as follows:(1)What is the influence of ARCS motivation model on senior high school students’ reading motivation in four aspects: attention,relevance,self-confidence and satisfaction?(2)What is the influence of ARCS motivation model on senior high school students’ reading achievements?Based on Maslow’s hierarchy of needs theory,Bandura’s self-efficacy theory and Murray’s achievement motivation theory,through experiments and questionnaires,112 students in two classes of Grade Two in X Senior High School of Yining City are selected as research subject including 56 students in the experimental class and 56 students in the control class.In the experiment,the experimental class adopts ARCS motivation model to teach English reading,while the control class adopted PWP teaching model to teach reading.After the experiment,the data were analyzed by SPSS26.0.The research results show that: firstly,ARCS motivation model can improve students’ reading motivation in four aspects of ARCS motivation model,including attention,relevance,self-confidence and satisfaction.Before the experiment,there is no significant difference in attention,relevance,self-confidence and satisfaction between the students in the control class and the experimental class.After the experiment,the students in the experimental class and the control class show a significant difference in attention,relevance,self-confidence and satisfaction.It can be seen that after the intervention of ARCS motivation model,students’ attention to English reading lasts longer,they are willing to do more exploration on the relevance between reading content and real life,their self-confidence in reading learning is constantly enhanced,and they can get more knowledge and emotional satisfaction from the model.Secondly,ARCS motivation model is helpful to improve students’ reading achievements.Before the experiment,there is no significant difference in reading scores between the experimental class and the control class.After the experiment,there is a significant difference between the control class and the experimental class.So ARCS motivation model can improve students’ reading motivation and reading achievements.According to the main findings of this study,this thesis summarizes two implication.First of all,teachers could concentrate on the use of multimedia,the selection of materials,the feedback from teachers and the fair evaluation mechanism when implementing the strategy.Secondly,in the future teaching,it is a good way that teachers pay attention to maintaining students’ motivation in the whole reading teaching,flexibly use the strategies of ARCS mode and enrich teaching activities,so as to improve students’ learning motivation and further improve their English reading level.