A Practical Study of University Curriculum Reform from the Perspective of Outcome-Based Education: A Case Study of the Course of Academic English Writing and Research Methods

Abstract

Against the backdrop of globalization and the transformation of higher education, cultivating students’ academic writing ability and research competence has become a crucial objective in university English education in China. However, the traditional teaching model of Academic English Writing and Research Methods still faces prominent problems such as unclear learning objectives, fragmented content, monotonous instructional approaches, and simplistic evaluation mechanisms, which seriously restrict the development of students’ comprehensive academic capabilities. Therefore, exploring effective teaching reform strategies under the guidance of Outcome-Based Education (OBE) has become an urgent task in the field of English curriculum reform. This study aims to construct an OBE-oriented reform model for Academic English Writing and Research Methods, with a focus on improving students’ academic literacy, research competence, and critical thinking ability. Adopting a mixed-methods research design, the study integrates questionnaire survey, in-depth interviews, and classroom observation to systematically investigate the current teaching practices, problems, reform strategies, and implementation effects of the target course. The research reveal that the implementation of OBE-oriented curriculum reform has significantly promoted students’ academic writing ability, independent learning awareness, research skills, and classroom engagement. The innovative application of project-based learning, collaborative learning, and flipped classroom strategies has effectively transformed the traditional teacher-centered classroom into a student-centered, exploratory learning environment. Meanwhile, the construction of a diversified evaluation system and the dynamic feedback mechanism has provided strong support for students’ continuous learning and ability improvement. Through further discussion, this study argues that the reform practice not only verifies the applicability and effectiveness of OBE in the field of university English education but also enriches the theory and practice of curriculum reform in higher education. In conclusion, this study provides valuable experience and practical reference for promoting OBE-oriented reform in English education in China.