Applying the Production-Oriented Approach to Extended Reading in Senior High School English

Abstract

Since the introduction of the Production-Oriented Approach (POA) by Wen Qiufang, numerous studies have explored its teaching theory and pedagogical potential in English as a Foreign Language (EFL) contexts. However, despite these academic advancements, its application in senior high school English Read to Learn (RTL) extended reading classes is still relatively limited. This study investigates the effectiveness of POA-based RTL extended reading to address common issues in Chinese high school English classrooms, such as low student engagement, teacher-centered instruction and insufficient reading interest. A 12-week experiment was conducted with two Grade 11 classes (N=89) from Wuxi No. 1 Girls High School. Research instruments included tests and questionnaires before and after the experiment. Quantitative data were analyzed using descriptive and comparative statistics. Results indicate that POA-based RTL extended reading classes improved students’ reading achievement, interest, attitudes, and confidence compared to traditional methods. The experimental group’s mean score increased from 34.73 to 37.15, while the control group showed little change (35.56 to 34.98). Questionnaire data revealed substantial improvement in the experimental group’s reading interest, attitudes, and confidence. This study provides empirical evidence for the application of POA in high school RTL extended reading and provides implications for constructing effective extended reading classrooms.