A Study on the Differences in Students’ Classroom Academic Emotions Under the Production-Oriented Approach

Abstract

The Production-Oriented Approach (POA) emphasizes using students’ outputs as the starting point and goal of teaching. This approach differs from traditional teacher-centered methods by focusing more on students’ active participation and the development of their practical application skills. The core principles of the Production-Oriented Approach include the following six aspects: student-centeredness, task-driven learning, outcome orientation, process evaluation, collaborative learning, and reflection and improvement. The POA has been widely applied in educational practices across various subjects and levels, aiming to enhance students’ practical abilities, innovative skills, and lifelong learning capabilities. This paper aims to investigate the differences in students’ classroom academic emotions under the Production-Oriented Approach. The study targets 710 college students majoring in English and Business English from universities nationwide, collecting data through a questionnaire and performing quantitative analysis. The research findings indicate that students majoring in English exhibit stronger positive academic emotions than negative ones within the context of the Production-Oriented Approach. This study contributes to teachers’ understanding of the differences in classroom academic emotions among students of different majors and genders, thereby promoting improvements in foreign language teaching under the Production-Oriented Approach.