Five-Step English Learning Model in Improving English of High School Students in Jinan, China

Abstract

This research looks at how well the Five-Step English Learning Model helps high school students in Jinan, China do better in English and feel more motivated to learn. The model has five steps: starting, building, strengthening, using, and reviewing. It is based on ideas from how people think and learn together. The study took place at Jigang Senior High School in Shandong Province, with six classes over three months. Three classes used the new model, while the other three kept using the usual way of teaching as a comparison. The background of this study is closely tied to the current state of English education in China. English is widely recognized as not only a core academic subject but also as a key competency for higher education, global communication, and career development. However, challenges remain: many students rely heavily on rote memorization and exam drilling, resulting in limited critical thinking, lack of communicative competence, and low learning motivation. Such problems have been repeatedly noted by both educators and policymakers, pointing to the urgent need for instructional approaches that can genuinely engage students. The Five-Step English Learning Model was designed to meet this need by introducing structured yet flexible stages that encourage active participation, deeper understanding, and meaningful practice rather than mere mechanical repetition. The significance of this research lies in its contribution to both theory and practice. On the practical side, the results provide evidence that the Five-Step Model enhances student proficiency, classroom participation, and motivation, creating a more dynamic and interactive learning environment. On the theoretical side, the study enriches the discourse on learner-centered and constructivist approaches in the Chinese context, showing how a carefully designed model can bridge the gap between exam requirements and communicative competence. Overall, the findings offer valuable implications for teachers aiming to balance test preparation with long-term language development, and for policymakers seeking scalable strategies to improve the quality of English education in secondary schools.