Abstract
This paper presents preliminary findings of a quantitative investigation of the effects of the Production-oriented Approach (POA) on the English writing and speaking proficiency of Chinese university students. Involving an experiment group instructed by the POA and a control group receiving regular instruction focusing on linguistic forms, the study organized reliable tests before, during and after the study, the data of which was analyzed from the perspectives of complexity, accuracy and fluency indices. Between-group and within-group analysis revealed that the experiment group exhibited a significant and sustained improvement in English writing and speaking fluency. However, notable progress in language production complexity and accuracy was lacking. Conversely, the control group demonstrated significant enhancements in both writing and speaking complexity and accuracy, with no observable improvement in fluency. The results underscore a cautious assessment of the effectiveness of the POA, suggesting its limited impact on students’ overall English proficiency in the context of this study. Educators and curriculum planners are encouraged to reconsider the comprehensive development of language proficiency within the POA. Striking a balance between a focus on form, which is prevalent in China’s English language education, and a focus on meaning is recommended for optimal language learning outcomes.
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