Empowering English as a Foreign Language Education With the Production-Oriented Approach: A Systematic Review
The field of English as a Foreign Language (EFL) instruction has gained recognition worldwide, particularly in non-native English-speaking countries. .
- Pub. date: May 15, 2024
- Online Pub. date: March 17, 2024
- Pages: 261-277
- 77 Downloads
- 524 Views
- 0 Citations
The field of English as a Foreign Language (EFL) instruction has gained recognition worldwide, particularly in non-native English-speaking countries. However, traditional teaching methods fall short of meeting the needs of today's EFL learners. In response, the Production-Oriented Approach (POA) has emerged as a new pedagogical approach to address these challenges. Despite its significant impact on EFL education, there is a lack of reviews on the POA. This study conducted a systematic review to explore the POA's effectiveness, challenges, and future trends. Using the PRISMA framework, 31 articles from reputable databases (Web of Science, Education Resources Information Center, Scopus, and Google Scholar) were analyzed, covering the years 2018 to 2023. The study's comprehensive analysis, employing Nvivo, revealed that the POA has immense potential for enhancing English learners' language skills, particularly in reading, speaking, writing, and translating. Moreover, the study highlighted the POA's positive influence on learners' affective factors, including motivation, confidence, critical thinking, and self-directed learning abilities. Nonetheless, the POA faces challenges for both teachers and learners, particularly during the transition from traditional methods and the associated increase in workload. Despite these challenges, this study unequivocally establishes the POA as an effective pedagogical approach for teaching EFL. Additionally, it identifies research gaps that must be addressed to sustain and improve EFL education in the future through further development of the POA.
Keywords: English as a foreign language, language education, language skills, production-oriented approach, systematic review.
References
Asmawi, A., & Sun, L. (2023). The effects of online Production-Oriented Approach (POA) on Chinese undergraduates’ English speaking competence development during COVID-19 pandemic era. Journal of Language Teaching and Research, 14(2), 416-424. https://doi.org/10.17507/jltr.1402.18
Balázs, F. (2020). The Production-Oriented Approach (POA) in Hungary: Piloting POA in the Hungarian higher education context. Porta Lingua, 2020, 321-329. https://doi.org/10.48040/PL.2020.26
Dai, W. D. (2001). Waiyujiaoxue de feishidixiao xianxiang [Spending enormous time but obtaining poor outcomes in foreign language teaching]. Foreign Language and Foreign Language Teaching, 7, 10–14.
Du, H. (2022). Research on the application of blackboard writing images in college English writing teaching aided by “POA” theory. Mathematical Problems in Engineering, 2022, Article 6829622. https://doi.org/10.1155/2022/6829622
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Guo, X. (2020). An empirical research of teaching English/Chinese interpreting on Production-Oriented Approach. International Journal of Social Science and Education Research, 3(7), 39-45. https://doi.org/10.6918/IJOSSER.202007_3(7).0006
Huang H.P., & Zhang D. (2020). Guo nei chan chu dao xiang fa yan jiu zong shu[Review of POA research in China]. Higher Education Forum/Gao Jiao Lun Tan, 06, 113-116.
Lei, C., & Mokhtar, M. M. (2023). Impact of the Production-Oriented Approach (POA) on the critical thinking skills of university students in College English courses: An empirical study. International Journal of Education and Humanities, 7(1), 74-77. https://doi.org/10.54097/ijeh.v7i1.5066
Li, C., Zhou, C., & W. Zhang (2022). The impact of an intensive English reading course based on the production-Oriented approach on the L2 motivational self-system among Chinese university English majors from a dynamic systems theory perspective. Frontiers in Psychology, 12, Article 761093. https://doi.org/10.3389/fpsyg.2021.761093
Li, S. (2018). An analysis on spoken English at the university level based on a production-Oriented approach. Creative Education, 9(2), 333-340. http://doi.org/10.4236/ce.2018.92023
Liu, G., & Zhang, Y. (2019). The Production-Oriented Approach to teaching English writing in Chinese junior high schools. Journal of Language Teaching and Research, 10(6), 1288-1297. http://doi.org/10.17507/jltr.1006.18
Liu, G., & Zhang, M. (2022). The combination of Production-Oriented Approach and flipped classroom teaching model: An experimental research in the listening and speaking class in Chinese senior high school. Theory and Practice in Language Studies, 12(8), 1648-1658. https://doi.org/10.17507/tpls.1208.23
Li, Z., & Zang Y. (2021). Guonei chanchu daoxiangfa yanjiu zongshu [Review of Production-Oriented Approach research in China]. Journal of Changji University, 04(06), 13-14.
Liu. X (2021). A study of tactics of cultivating senior high students’ critical thinking skills of English writing based on the production-Oriented approach. Theory and Practice in Language Studies, 11(7), 816-820. https://doi.org/10.17507/tpls.1107.07
Liu. X, Yingjie H., Zhen, Z., & Thompson, J. (2020). An empirical study of production-Oriented approach in college English writing teaching. Universal Journal of Educational Research, 8(11B), 6173-6177. https://doi.org/10.13189/ujer.2020.082254
Markham, T. (2011). Project based learning. Teacher Librarian, 39(2), 38–42.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson A., Lalu, M. M., Li, T., Loder, E. W., Wilson, E. M., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. International journal of surgery, 88, Article 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Qi, A. (2022). Application of Production-Oriented Approach and deep learning model in English translation teaching model. Mobile Information Systems, 2022, Article 4878684. https://doi.org/10.1155/2022/4878684
Qiu, L. (2020). Enabling in the Production-Oriented Approach: Theoretical principles and classroom implementation. Chinese Journal of Applied Linguistics, 43(3), 284-304. https://doi.org/10.1515/CJAL-2020-0019
Ren, J., & Wang, N. (2018). A survey of students' motivation in college English learning under Production-Oriented Approach in NCEPU. English Language Teaching, 11(12), 199-204. https://doi.org/10.5539/elt.v11n12p199
Schaller-Schwaner, I. (2018). Reflections on the Production-Oriented Approach (POA) in China: A new name and a new acronym. Chinese Journal of Applied Linguistics, 41(2), 249-252. https://doi.org/10.1515/cjal-2018-0018
Shu, J. (2022). A POA theory-based network teaching mode for English course in higher vocational college. International Journal of Emerging Technologies in Learning, 17(1), 224-238. https://doi.org/10.3991/ijet.v17i01.28459
Sun, L., & Asmawi, A. (2022). The impact of Production-Oriented Approach on oral English performance of senior high school Chinese students: An application study. International Journal of Learning, Teaching and Educational Research, 21(3), 231-246. http://doi.org/10.26803/ijlter.21.3.12
Sun, S. (2020). Optimizing teacher-student collaborative assessment in the production-Oriented approach: A dialectical research. Chinese Journal of Applied Linguistics, 43(3), 305-322. https://doi.org/10.1515/CJAL-2020-0020
Wang, Q. (2022). Designing and effects of English reading blended learning based on Production-Oriented Approach. In Proceedings of the 7th International Conference on Distance Education and Learning (pp. 116-121). Association for Computing Machinery. https://doi.org/10.1145/3543321.3543376
Wang, X., & Yan, K. (2022). College English reading teaching integrating Production-Oriented Approach from the perspective of artificial intelligence. Computational Intelligence and Neuroscience, 2022, Article 35785069. https://doi.org/10.1155/2022/3411203
Wang, X. (2022). Research on construction of advanced English teaching based on Production-Oriented Approach. Theory and Practice in Language Studies, 12(2), 337-341. https://doi.org/10.17507/tpls.1202.15
Wen, Q. F. (2014a). Shuchuqudong-shurucuchengjiaoshe: goujian daxue waiyuketang jiaoxue lilun de changshi [Output-driven, input-enabled hypothesis: A tentative theory of foreign language classroom instruction for university students]. Foreign Language Education in China, 2, 1–12.
Wen, Q. F. (2014b). Daxueyingyujiaoxue zhong tongyongyingyu yu zhuanyongyingyu zhizheng: wenti yu duice [Debate on teaching EGP or ESP in College English: Problems and solutions], Foreign Languages and Their Teaching, 1, 1–8.
Wen, Q. F. (2015). Goujian chanchudaoxiangfang lilun tixi [Developing a theoretical system of the production-Oriented approach in language teaching]. Foreign Language Teaching and Research, 4, 547–558.
Wen, Q. F. (2018). The production-Oriented approach to teaching university students English in China. Language Teaching, 51(4), 526-540. https://doi.org/10.1017/S026144481600001X
Wu, W., & K. M. Pan (2012). Yazhou yujing xia de renwuxing yuyanjiaoxue yanjiu [Research on task-based language teaching in the Asian context]. Modern Foreign Languages, 3, 312–317.
Wu, Z., & Wei, L. (2022). An exploratory reform in separation of teaching and examination for postgraduate academic English course based on POA. Open Journal of Social Sciences, 10(3), 279-289. https://doi.org/10.4236/jss.2022.103021
Xie, Q. (2021). Using Production-Oriented Approach in business English courses: perceptions of China’s English-major and non-English-major undergraduates. Sage Open, 11(2). https://doi.org/10.1177/21582440211016553
Yang, H. (2022). Analysis and practice of applying Oriented Teaching Method to improve the effect of college English teaching. Computational Intelligence and Neuroscience, 2022, Article 9689181. https://doi.org/10.1155/2022/9689181
Yin, J. (2019). The Production-Oriented Approach to teaching writing in Korea: English as a foreign language pre-service zteachers' experiences with reading-to-write. Journal of Asia TEFL, 16(2), 488-767. http://doi.org/10.18823/asiatefl.2019.16.2.7.547
Yang Y. F. (2021). Chanchu daoxiangfa yanjiu zongshu: 2015-2020 [A systematic review of Production-Oriented Approach: 2015-2020]. Overseas English, 2021(17), 275-276.
Zhang, C., & Choe, M. H. (2020). The effectiveness of the Production-Oriented Approach in Chinese college students’ acquisition of English grammar. 언어학 [Linguistics], 28(1), 37-49. https://doi.org/10.24303/lakdoi.2020.28.1.37
Zhang, H. (2020). Application of Production-Oriented Approach in college English instruction in China: A case study. English Language Teaching, 13(10), 14-22. https://doi.org/10.5539/elt.v13n10p14
Zhang, J. (2019). Research on teaching mode construction of ESP Course for textile engineering based on Production-Oriented Approach. Theory & Practice in Language Studies, 9(8), 1055-1064. http://doi.org/10.17507/tpls.0908.26
Zhang, L. (2020). Motivating in the Production-Oriented Approach: From theory to practice. Chinese Journal of Applied Linguistics, 43(3), 268-283. https://doi.org/10.1515/CJAL-2020-0018
Zhang, W. (2020). Effects of the Production-Oriented Approach on EFL learners’ writing performance in China’s tertiary education. Chinese Journal of Applied Linguistics, 43(3), 323-341. https://doi.org/10.1515/CJAL-2020-0021
Zhao, S. R., & Li, H. (2021). Unpacking peer collaborative experiences in pre-class learning of flipped classroom with a production-Oriented approach. Sage Open, 11(4). https://doi.org/10.1177/21582440211058203
Zhu, Y. X., Gong, X., Zhang, X., Li, R., Zhang, M. A. (2020). An instructional design of junior high school English teaching based on Production-Oriented Approach. Creative Education Studies, 8(1), 13-20. https://doi.org/10.12677/ces.2020.81003