Abstract
To help college students learn and further spread Chinese culture, we carry out a 12-week action research, based on 
 98 learners of college English through the methods of interviews, questionnaires and tests, to design a proper teaching model 
 on Chinese intangible cultural heritage learning. The results are as follows: Compared with the traditional model, the ESA 
 (Engagement-Study-Activate) model better satisfies the learners; furthermore, the ESA model can significantly improves the 
 learners’ cross-cultural communication ability, especially on the aspects of cultural knowledge and communicative skills. Lastly, 
 two important study issues are raised for the action research in the next round.
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