Integrating Production-Oriented Approach and Project-Based Learning in College English Teaching: A Case Study from an Application-Oriented University

This paper demonstrates a teaching practice case of integrating the Production-Oriented Approach (POA) with Project-Based Learning (PBL) in college English instruction at an application-oriented university, which can be explicitly illustrated through a six-period teaching unit themed “To Be a Citizen”. This study shows how POA’s “motivating-enabling-assessing” framework can give structured pedagogical support inside PBL’s project-driven learning cycle. The integrated model goes to the challenge of balancing student autonomy in PBL with the need for systematic skill scaffolding in language teaching by means of blended learning and teaching embedded design, peer-assessment mechanisms, as well as multi-dimensional evaluation. This approach aims to enhance students’ news writing competence, critical thinking skills as well as civic awareness. The case analysis reveals that POA-PBL integration provides a practicable pathway for application-oriented universities seeking to combine outcome-based language instruction with authentic feasible project experiences. Practical implications and limitations are also discussed for future implementation.