Abstract
This study examines the effectiveness of production-oriented approach in college English reading and writing teaching. Sixty-eight students in their first-year study participated in this study. They were assigned the control group (CG, thirty-four students from the discipline of power engineering) and the experimental group (EG, thirty-four students from the discipline of electronic engineering). Pre-test indicated no significant difference between CG and EG in terms of reading and writing performance. During the teaching experiment, the two groups were taught under the traditional teaching approach and POA respectively. Subsequent post-test revealed that CG showed significant increase in reading skills as compared to EG, and that no significant difference was found between CG and EG in writing scores, but EG in general did much better in word choices, content and structure in writing. Possible reasons for the findings are explained and further suggestions for implementing POA effectively are put forward.
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