Research On The Production-Oriented Approach In The Teaching Of Online Intermediate Chinese Writing

Writing proficiency is a crucial aspect that language learners must master,yet the traditional teaching methodology has exhibited the issues of " separation between application and learning " and "separation of evaluation".Prior research has indicated that the employment of POA is a viable approach in remedying this dilemma.Nevertheless,there is a paucity of research on the implementation of POA for instructing Chinese writing as a foreign language.Thus,this study applies POA to the online intermediate Chinese writing course in Thailand,and conducts output-oriented teaching,customizing the learning experience based on the distinct learning characteristics of Thai second language learners to confirm the effectiveness of the online intermediate Chinese writing instruction based on POA.This research aims to tackle the problem of inadequate interaction between teachers and students in online Chinese writing education.Initially,this research analyzes relevant studies on output-oriented methodology,and grounded on certain theoretical research findings,assesses the practicality of the online intermediate Chinese course in Thailand based on output-oriented methodology,demonstrating that POA is appropriate for the teaching objectives,intermediate Chinese writing course type,and online educational format of this study.Subsequently,this research examines the teaching objectives,teaching tools,and teaching content before embarking on the teaching practice.An overall teaching strategy based on the "driving,promoting,and assessing" teaching process is then designed,and the teaching materials are modified in compliance with POA,and executing each unit of teaching according to the steps of this overall link,which forms the foundation of this online teaching practice.Thirdly,using the topic of "My View of Consumption" as an exemplar,this research shows the detailed teaching material adaptation process and teaching design.Then,using the evaluation indicators of the achievement of output objectives,the research collects data such as text output,classroom observation,questionnaire survey,and interview for validity feedback,resulting in enhanced student participation,acquisition of knowledge,and product quality to a certain extent.Improved student participation is manifested by a marked increase in output and practice opportunities in class,elevated learning initiative,and more concentrated attention in class.Improved student sense of achievement encompasses three dimensions: enhancement of language output proficiency,broader and deeper knowledge accumulation,and continuous development of chapter structure awareness.The improved student product quality is demonstrated by overall achievement in the three writing pieces,as well as the enhanced fluency,complexity,and accuracy of the product to a certain extent.The outcomes indicate that online intermediate Chinese writing education based on POA has a positive effect on developing students’ writing proficiency,and students exhibit high satisfaction with this educational approach,signifying its efficacy in writing instruction.Finally,this research reflects on the outcomes and identifies that the teaching practice involves high student participation and successful achievement of teaching objectives,but the quality of group collaboration is inadequate,teachers cannot cater to all students,and there are still high teaching requirements.Consequently,this research proposes five suggestions: selection of input materials based on the teaching theme;careful arrangement of lesson plans and guidance;timely arousal of students’ motivation;deployment of We Chat class groups for timely communication after class;exploration of platform functionalities and clarification of classroom rules.The final results of this study are fundamentally consistent with the anticipated results,preliminarily validating the effectiveness of POA in online intermediate Chinese writing education in Thailand.This research is expected to bring novel experiences to the domain of teaching Chinese writing as a foreign language.