Enhancing Oral Production in Integrated English Blended Teaching through a Production-Oriented Approach: An Action Research Study

Abstract

A huge theory-practice gap is reflected in very limited previous research on a Production- Oriented Approach (POA) in tertiary education. Based on POA and Blended Learning theory, both qualitative and quantitative methods, including questionnaires, classroom observation, and interviews, were used to collect data during and after each round of action research, aiming at bridging the gap between theory and practice, exploring building an Integrated English blended teaching model with POA theory as a guide in planning-acting-observing-reflecting, summarizing the action plan, and improving the efficiency of oral production of integrated English blended teaching. Two rounds of action research were carried out in the Oral production of Integrated English blended classroom teaching, each containing 4 steps: problemsfocusing, plan-proposing, process-observing, and assessing & reflection. In the second round, some improvements were practiced solving the problems that occurred in the first round, focusing more on application and assessment. Applying the Integrated English blended teaching model with POA theory proved that POA has a positive effect on improving the teaching effect and students’ evaluation of teaching activities, teaching models, personal learning evaluation, and teachers’ teaching evaluation, which may contribute to the understanding of the impact of technology on oral production in IEBT and provide practical insights for educators to effectively leverage technology for enhancing students’ oral production skills.