Social development puts forward higher requirements for students’ English application ability and cultural literacy. This study proposes an innovative “3+2+1” blended teaching model integrating the production-oriented approach (POA) to address key challenges in college English cultural courses at application-oriented universities. The model combines three phases (pre-class, in-class, and post-class), two dimensions (online resources and offline interaction), and one overarching goal (all-round education). Through experimental implementation at three universities, results demonstrated significant improvements in student satisfaction, autonomous learning engagement, and cross-cultural competence. This research provides a replicable template for enhancing both linguistic proficiency and cultural confidence in EFL contexts.
Wen QF, 2020, Production-Oriented Approach: Theoretical Innovation in China’s Foreign Language Education, Foreign Language Teaching and Research Press, Beijing.
Wen QF, 2018, Production-Oriented Approach and Teaching Chinese as a Foreign Language. Chinese Teaching in the World, 32(3): 387–400.
Heilporn G, Lakhal S, Belisle M, 2021, An Examination of Teachers’ Strategies to Foster Student Engagement in Blended Learning in Higher Education. International Journal of Educational Technology in Higher Education, 18(1): 1–25.
Graham CR, Woodfield W, Harrison JB, 2013, A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education. The Internet and Higher Education, 18: 4–14.
Laronze F, Nkaoua B, 2024, Differences Between Face-to-Face and Synchronous Distance Learning on Cognitive, Behavioural and Affective Outcomes. Open Learning: The Journal of Open, Distance and e-Learning, 40(3): 1–18.
McCarthy S, Palmer E, 2023, Defining an Effective Approach to Blended Learning in Higher Education: A Systematic Review. Australasian Journal of Educational Technology, 39(2): 98–114.
Dunn TJ, Kennedy M, 2019, Technology Enhanced Learning in Higher Education; Motivations, Engagement and Academic Achievement. Computers & Education, 137: 104–113.