The influence of teachers’ teaching styles on the localization of TESOL teaching models

With the acceleration of globalization, the core position of English education is becoming more and more prominent in academic exchanges and professional development, and the localization practice of the TESOL teaching model has gradually become the key to improving the quality of English teaching in China. This paper takes the Grasha- Riechmann teaching style model as a guide to analyze the effects of different teaching styles on classroom efficiency, student engagement, and the localization process of TESOL. It is found that teachers’ teaching styles are influenced by multiple factors such as accumulated experience and cultural background, in which the guiding and delegating styles significantly enhance the depth of learning by lowering students’ cognitive load and stimulating intrinsic motivation, while the authoritative and expert styles are more compatible with the traditional Chinese classroom, but may be antagonistic to the self-directed and cooperative learning model advocated by TESOL.