<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In order to make spoken English more widely used in college communication, the author proposes the application of ARCS motivation model in college spoken English teaching. The author tries to apply ARCS motivation model in the strategy design of college oral English teaching, the four core factors of attention, relevance, confidence and satisfaction are explained, analyzed and explained in detail respectively, twelve practical teaching methods and strategies are summarized. A total of 109 students in 3 classes were taught for a semester, the teaching strategies and methods mentioned above were used in the weekly oral English teaching classes. After applying several teaching strategies designed by ARCS model to stimulate motivation, a post-test was conducted for all the students in the experimental class, by comparing the data before and after, the anterior and posterior sides of S1 natural consequences completely disagree: 14.67%, 13.75%, less agree: 29.35%, 24.76%, unsure: 11.04%, 1.82%, more agree: 19.26%, 33.07%, strongly agree: 25.68%, 26.6%. We can see that in terms of attention, relevance, confidence and satisfaction, the results show that ARCS motivation model is effective in college oral English teaching.</p>
</abstract>

In order to make spoken English more widely used in college communication, the author proposes the application of ARCS motivation model in college spoken English teaching. The author tries to apply ARCS motivation model in the strategy design of college oral English teaching, the four core factors of attention, relevance, confidence and satisfaction are explained, analyzed and explained in detail respectively, twelve practical teaching methods and strategies are summarized. A total of 109 students in 3 classes were taught for a semester, the teaching strategies and methods mentioned above were used in the weekly oral English teaching classes. After applying several teaching strategies designed by ARCS model to stimulate motivation, a post-test was conducted for all the students in the experimental class, by comparing the data before and after, the anterior and posterior sides of S1 natural consequences completely disagree: 14.67%, 13.75%, less agree: 29.35%, 24.76%, unsure: 11.04%, 1.82%, more agree: 19.26%, 33.07%, strongly agree: 25.68%, 26.6%. We can see that in terms of attention, relevance, confidence and satisfaction, the results show that ARCS motivation model is effective in college oral English teaching.

The application of ARCS motivation model in college oral English teaching

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"The application of ARCS motivation model in college oral English teaching"}

In order to make spoken English more widely used in college communication, the author proposes the application of ARCS motivation model in college spoken...

The application of ARCS motivation model in college oral English teaching

Data publikacji: 28 kwi 2023

Zakres stron: 1549 - 1558

Otrzymano: 14 kwi 2022

Przyjęty: 14 wrz 2022

DOI: https://doi.org/10.2478/amns.2023.1.00086

Słowa kluczowe
ARCS motivation model, College English, Oral English teaching, Teaching strategy, Confidence factor

© 2023 Xuanxuan Zhu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The application of ARCS motivation model in college oral English teaching

Data publikacji: 28 kwi 2023

Zakres stron: 1549 - 1558

Otrzymano: 14 kwi 2022

Przyjęty: 14 wrz 2022

DOI: https://doi.org/10.2478/amns.2023.1.00086

Słowa kluczoweARCS motivation model, College English, Oral English teaching, Teaching strategy, Confidence factor

© 2023 Xuanxuan Zhu et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
ARCS motivation model, College English, Oral English teaching, Teaching strategy, Confidence factor