An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School

Gengchun Li; Huihui Yang; Jing Zhang

doi:doi:10.11648/j.ijalt.20200601.12

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An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School

Gengchun Li, Huihui Yang, Jing Zhang

Published in International Journal of Applied Linguistics and Translation (Volume 6, Issue 1)

Received: 21 January 2020 Accepted: 14 February 2020 Published: 24 February 2020

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Abstract

In a traditional English reading class, the process of imparting knowledge is insipid and learners’ individual differences cannot be fully considered. It largely focuses on knowledge inculcation and teaching efficiency but widens the gaps of achievement among students of different levels to a certain extent. The ARCS model is comprised of attention, relevance, confidence and satisfaction, which works concertedly to improve students’ interest and confidence in learning English, and stimulate and maintain students’ intrinsic motivation. The Stratified Teaching Method can adapt to students’ individual differences, through which individualized teaching can help students improve their reading abilities. In consideration of the respective advantages of the ARCS model and stratified teaching, this paper tries to put them into practice by integrating them into an English reading class. In the present study, the research methods of questionnaire survey, interview and case analysis are employed, and it is found that most of the respondents in the survey take a liking to learning English, but about half of them are driven by some kind of external motivation and lack confidence in learning English well. However, it is also found that most of them would harvest greater confidence after answering teacher’s questions correctly, or performing well in class, or accomplishing their homework satisfactorily after class. It is therefore both necessary and important for teachers to implement the ARCS model of motivation and the Stratified Teaching Method in instructional design in order to enhance students’ confidence and motivation in learning to read and allow every and each of them benefit from the reading class. This paper concludes with a specific example of a teaching plan based on the ARCS Model and Stratified Teaching Method.

Published in	International Journal of Applied Linguistics and Translation (Volume 6, Issue 1)
DOI	10.11648/j.ijalt.20200601.12
Page(s)	12-19
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

ARCS Model, Stratified Teaching, Reading Class, Elementary School

References

[1]	Keller, J. M. The use of the ARCS model of motivation in teacher training. In K. E. Shaw (Ed.), Aspects of Educational Technology: Staff Development and Career Updating (Vol. 17) [C]. London: Kogan Page, 1984: 140-145.
[2]	Keller, J. M. Motivational design and multimedia: Beyond the novelty effect [R]. Paper presented at the International Symposium on New Technologies of Instruction, December, 1996.
[3]	Keller, J. M. Using the ARCS motivational process in computer-based instruction and distance education [J]. New Directions for Teaching and Learning, 1999, (78): 37-47.
[4]	Dick, W., & Carey, L. The Systematic Design of Instruction (4th ed.) [M]. New York, NY: Harper Collin, 1996.
[5]	Keller, J. M. & Suzuki, K. Learner motivation and E-learning design: A multinationally validated process [J]. Journal of Educational Media, 2004, 29 (3): 229-239.
[6]	Namura, K. et al. How can teachers motivate their learners in the classroom?: An exploratory study based on the ARCS Model [J]. Language Education & Technology, 2007, 44: 169-186.
[7]	Ghbari, T. The effect of ARCS Motivational Model on Achievement Motivation and Academic Achievement of the tenth grade students [J]. New Educational Review, 2016, 43 (1): 68-77.
[8]	Li, K. & Keller, J. M. Use of the ARCS model in education: A literature review [J]. Computers & Education, 2018, 122: 54-62.
[9]	Liu, Y.-M. Multimedia network technology-assisted foreign language teaching and the ARCS Model of motivation [J]. Journal of Xi’an International Studies University, 2006 (2): 54-56.
[10]	Chen, L.-C. Research on the localization of the American ARCS Model of motivation [J]. Shanghai Research on Education, 2009 (12): 65-66.
[11]	Yu, Q.-L. & Wang M.-Q. Latest researches on ARCS motivational design and its application in foreign language teaching [J]. Technology in Education, 2015 (5): 103-109.
[12]	Lin, L. ARCS Motivation Model in College English Classroom [D] Shenyang: Liaoning Normal University, 2008.
[13]	Shen, Y. Analysis on the integration of ARCS Motivation Model and spoken English teaching [J]. Journal of Heilongjiang College of Education, 2012 (3): 170-172.
[14]	Keller, J. M. Development and use of the ARCS model of instructional design [J]. Journal of Instructional Development, 1987, 10 (3): 2-10.
[15]	Keller, J. M. How to integrate learner motivation planning into lesson planning: The ARCS model approach [J]. Integrating Motivation, 2000 (1): 2-11.

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APA Style

Gengchun Li, Huihui Yang, Jing Zhang. (2020). An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School. International Journal of Applied Linguistics and Translation, 6(1), 12-19. https://doi.org/10.11648/j.ijalt.20200601.12

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ACS Style

Gengchun Li; Huihui Yang; Jing Zhang. An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School. Int. J. Appl. Linguist. Transl. 2020, 6(1), 12-19. doi: 10.11648/j.ijalt.20200601.12

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AMA Style

Gengchun Li, Huihui Yang, Jing Zhang. An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School. Int J Appl Linguist Transl. 2020;6(1):12-19. doi: 10.11648/j.ijalt.20200601.12

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@article{10.11648/j.ijalt.20200601.12,
  author = {Gengchun Li and Huihui Yang and Jing Zhang},
  title = {An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {6},
  number = {1},
  pages = {12-19},
  doi = {10.11648/j.ijalt.20200601.12},
  url = {https://doi.org/10.11648/j.ijalt.20200601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20200601.12},
  abstract = {In a traditional English reading class, the process of imparting knowledge is insipid and learners’ individual differences cannot be fully considered. It largely focuses on knowledge inculcation and teaching efficiency but widens the gaps of achievement among students of different levels to a certain extent. The ARCS model is comprised of attention, relevance, confidence and satisfaction, which works concertedly to improve students’ interest and confidence in learning English, and stimulate and maintain students’ intrinsic motivation. The Stratified Teaching Method can adapt to students’ individual differences, through which individualized teaching can help students improve their reading abilities. In consideration of the respective advantages of the ARCS model and stratified teaching, this paper tries to put them into practice by integrating them into an English reading class. In the present study, the research methods of questionnaire survey, interview and case analysis are employed, and it is found that most of the respondents in the survey take a liking to learning English, but about half of them are driven by some kind of external motivation and lack confidence in learning English well. However, it is also found that most of them would harvest greater confidence after answering teacher’s questions correctly, or performing well in class, or accomplishing their homework satisfactorily after class. It is therefore both necessary and important for teachers to implement the ARCS model of motivation and the Stratified Teaching Method in instructional design in order to enhance students’ confidence and motivation in learning to read and allow every and each of them benefit from the reading class. This paper concludes with a specific example of a teaching plan based on the ARCS Model and Stratified Teaching Method.},
 year = {2020}
}

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TY  - JOUR
T1  - An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School
AU  - Gengchun Li
AU  - Huihui Yang
AU  - Jing Zhang
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PY  - 2020
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DO  - 10.11648/j.ijalt.20200601.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 12
EP  - 19
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20200601.12
AB  - In a traditional English reading class, the process of imparting knowledge is insipid and learners’ individual differences cannot be fully considered. It largely focuses on knowledge inculcation and teaching efficiency but widens the gaps of achievement among students of different levels to a certain extent. The ARCS model is comprised of attention, relevance, confidence and satisfaction, which works concertedly to improve students’ interest and confidence in learning English, and stimulate and maintain students’ intrinsic motivation. The Stratified Teaching Method can adapt to students’ individual differences, through which individualized teaching can help students improve their reading abilities. In consideration of the respective advantages of the ARCS model and stratified teaching, this paper tries to put them into practice by integrating them into an English reading class. In the present study, the research methods of questionnaire survey, interview and case analysis are employed, and it is found that most of the respondents in the survey take a liking to learning English, but about half of them are driven by some kind of external motivation and lack confidence in learning English well. However, it is also found that most of them would harvest greater confidence after answering teacher’s questions correctly, or performing well in class, or accomplishing their homework satisfactorily after class. It is therefore both necessary and important for teachers to implement the ARCS model of motivation and the Stratified Teaching Method in instructional design in order to enhance students’ confidence and motivation in learning to read and allow every and each of them benefit from the reading class. This paper concludes with a specific example of a teaching plan based on the ARCS Model and Stratified Teaching Method.
VL  - 6
IS  - 1
ER  -

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Author Information

Gengchun Li

School of Foreign Languages, Taizhou University, Taizhou, P. R. China
Huihui Yang

School of Foreign Languages, Taizhou University, Taizhou, P. R. China
Jing Zhang

School of Foreign Languages, Taizhou University, Taizhou, P. R. China

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APA Style

Gengchun Li, Huihui Yang, Jing Zhang. (2020). An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School. International Journal of Applied Linguistics and Translation, 6(1), 12-19. https://doi.org/10.11648/j.ijalt.20200601.12

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ACS Style

Gengchun Li; Huihui Yang; Jing Zhang. An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School. Int. J. Appl. Linguist. Transl. 2020, 6(1), 12-19. doi: 10.11648/j.ijalt.20200601.12

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AMA Style

Gengchun Li, Huihui Yang, Jing Zhang. An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School. Int J Appl Linguist Transl. 2020;6(1):12-19. doi: 10.11648/j.ijalt.20200601.12

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@article{10.11648/j.ijalt.20200601.12,
  author = {Gengchun Li and Huihui Yang and Jing Zhang},
  title = {An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {6},
  number = {1},
  pages = {12-19},
  doi = {10.11648/j.ijalt.20200601.12},
  url = {https://doi.org/10.11648/j.ijalt.20200601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20200601.12},
  abstract = {In a traditional English reading class, the process of imparting knowledge is insipid and learners’ individual differences cannot be fully considered. It largely focuses on knowledge inculcation and teaching efficiency but widens the gaps of achievement among students of different levels to a certain extent. The ARCS model is comprised of attention, relevance, confidence and satisfaction, which works concertedly to improve students’ interest and confidence in learning English, and stimulate and maintain students’ intrinsic motivation. The Stratified Teaching Method can adapt to students’ individual differences, through which individualized teaching can help students improve their reading abilities. In consideration of the respective advantages of the ARCS model and stratified teaching, this paper tries to put them into practice by integrating them into an English reading class. In the present study, the research methods of questionnaire survey, interview and case analysis are employed, and it is found that most of the respondents in the survey take a liking to learning English, but about half of them are driven by some kind of external motivation and lack confidence in learning English well. However, it is also found that most of them would harvest greater confidence after answering teacher’s questions correctly, or performing well in class, or accomplishing their homework satisfactorily after class. It is therefore both necessary and important for teachers to implement the ARCS model of motivation and the Stratified Teaching Method in instructional design in order to enhance students’ confidence and motivation in learning to read and allow every and each of them benefit from the reading class. This paper concludes with a specific example of a teaching plan based on the ARCS Model and Stratified Teaching Method.},
 year = {2020}
}

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TY  - JOUR
T1  - An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School
AU  - Gengchun Li
AU  - Huihui Yang
AU  - Jing Zhang
Y1  - 2020/02/24
PY  - 2020
N1  - https://doi.org/10.11648/j.ijalt.20200601.12
DO  - 10.11648/j.ijalt.20200601.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 12
EP  - 19
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20200601.12
AB  - In a traditional English reading class, the process of imparting knowledge is insipid and learners’ individual differences cannot be fully considered. It largely focuses on knowledge inculcation and teaching efficiency but widens the gaps of achievement among students of different levels to a certain extent. The ARCS model is comprised of attention, relevance, confidence and satisfaction, which works concertedly to improve students’ interest and confidence in learning English, and stimulate and maintain students’ intrinsic motivation. The Stratified Teaching Method can adapt to students’ individual differences, through which individualized teaching can help students improve their reading abilities. In consideration of the respective advantages of the ARCS model and stratified teaching, this paper tries to put them into practice by integrating them into an English reading class. In the present study, the research methods of questionnaire survey, interview and case analysis are employed, and it is found that most of the respondents in the survey take a liking to learning English, but about half of them are driven by some kind of external motivation and lack confidence in learning English well. However, it is also found that most of them would harvest greater confidence after answering teacher’s questions correctly, or performing well in class, or accomplishing their homework satisfactorily after class. It is therefore both necessary and important for teachers to implement the ARCS model of motivation and the Stratified Teaching Method in instructional design in order to enhance students’ confidence and motivation in learning to read and allow every and each of them benefit from the reading class. This paper concludes with a specific example of a teaching plan based on the ARCS Model and Stratified Teaching Method.
VL  - 6
IS  - 1
ER  -

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