Previous studies on 3C-Pedagogy in English education have primarily been theoretical, with few sustained classroom trials and systematic refinements. This study integrates long-term, authentic practice with current curricular reforms, iteratively advancing the 3C-Pedagogy theory. It directly addresses issues such as declining motivation, monotonous teaching methods, limited individualization, and underdeveloped teacher capacity. Consequently, it provides evidence-based guidance for creating 3C-Pedagogy-guided English literacy classrooms. It employs action research as the core methodology, involving a cohort of students from selected secondary schools as participants. The research purposes include exploring the practical application paths of 3C-Pedagogy, developing innovative lesson-flow designs and corresponding teaching resources, and validating the effectiveness of these interventions. These interventions aim to enhance student’s learning motivation, optimize teaching methods, promote individualized instruction, and improve teacher’s professional capacity. Through multiple cycles of planning, implementation, observation, and reflection, this study constructs an exemplary lesson case that embodies the 3C-Pedagogy concept and develops a set of validated teaching tools and resources. Furthermore, it investigates innovative classroom formats under the 3C-Pedagogy framework to provide a comprehensive and operable model for English literacy teaching. The empirical findings of this research will not only enrich the theoretical system of 3C-Pedagogy, but also offer valuable pedagogical implications for frontline English teachers, contributing to the deepening of curricular reforms and the improvement of English education quality.
Shijuan et al. (Sat,) studied this question.