Social development puts forward higher requirements for students’ English application ability and cultural literacy. This study proposes an innovative “3+2+1” blended teaching model integrating the production-oriented approach (POA) to address key challenges in college English cultural courses at application-oriented universities. The model combines three phases (pre-class, in-class, and post-class), two dimensions (online resources and offline interaction), and one overarching goal (all-round education). Through experimental implementation at three universities, results demonstrated significant improvements in student satisfaction, autonomous learning engagement, and cross-cultural competence. This research provides a replicable template for enhancing both linguistic proficiency and cultural confidence in EFL contexts.
Song et al. (Thu,) studied this question.
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