From Language Output to Learner Growth: Investigating POA-Based Instructional Effects in Chinese Vocational EFL Contexts

This study employed a mixed-methods research design to investigate the instructional effectiveness of a seven-week Production-Oriented Approach (POA) writing module implemented at a vocational college in China. The module was specifically developed to address the writing needs and challenges of non-English major students in authentic vocational contexts. Quantitative data were collected through pre- and post-test writing assessments, while qualitative data sources included students’ reflective journals, assignments, classroom observations, and semi-structured interviews. Findings from the quantitative analysis revealed statistically significant improvements in overall writing performance (t = 8.92, p < .001, d = 1.33), particularly in task completion, language accuracy, and coherence, with the most notable gains observed in higher-level tasks aligned with workplace demands. Qualitative data further confirmed positive developments in writing confidence, learner engagement, and audience awareness. Additionally, the POA module fostered broader learning benefits, as students demonstrated greater autonomy in planning, revising, and self-editing, along with emerging critical thinking skills in constructing and evaluating arguments. Triangulated data from teacher observations and student interviews supported these trends, highlighting enhanced classroom participation, self-regulation, and reflective learning behaviors. Overall, the study provides strong empirical support for the effectiveness of the POA module in enhancing both writing competence and transferable learning skills. By integrating task-based, context-driven instruction, the module helped bridge the gap between classroom writing and real-world communication needs, offering valuable insights for pedagogical innovation in vocational EFL settings.