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TheResearchontheApplicationoftheARCSMotivationModel
toEnglishWritingTeachinginSeniorHighSchool
LIUJiali
AThesisSubmittedinPartialFulfillmentoftheRequirements
FortheDegreeofMasterofSubjectTeaching(English)
SupervisedbyProfessorHanMeizhu
SchoolofTeacherEducation
ShanxiNormalUniversity
Taiyuan
19-5-2023
Abstract
NewEnglishCurriculumStandardforSeniorHighSchool(2017)statesthatteachers
shouldpayattentiontostudents’lifeexperienceandcognitivelevel,selecttopicsclosedto
theirlifeexperience,andstimulatestudents’interestinlearning.Writing,asawayof
languageoutputwhichreflectsstudents’comprehensivelanguageapplicationproficiency,is
animportantlanguageskill.However,manyteachersfocusonthegrammarandlanguage
pointsrelatedtotheexamination,whileignoringthecultivationofstudents’motivationfor
Englishwriting.
In1979,KellerputforwardtheARCSmotivationmodel(Attention,Relevance,
Confidence,Satisfaction).Scholarshavestudiedandexploredthemodelinthetheoreticaland
practicalfields.ItshowsthattheARCSmotivationmodelcanimproveandmaintainstudents’
learningmotivationinEnglishteaching,andcaneffectivelyenhancelearningeffects.
Basedontheabovesituation,theauthorcodedthemotivationstrategiesofARCS
motivationmodelandappliedthemtothewritingteachingplanstostimulatestudents’
learningmotivationandimprovetheeffectivenessofEnglishwritingteachinginseniorhigh
school.Thespecificresearchquestionsareasfollows:
(1)WhatistheeffectofARCSmotivationmodelonstudent’Englishwriting
motivation?
(2)WhatistheeffectofARCSmotivationmodelonstudents’Englishwriting
achievem
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