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Designing and Effects of English Reading Blended Learning Based on Production-oriented Approach

The traditional methods of college English learning have been criticized for years. It is evident that the traditional text-centered instruction in classroom is hard to inspire students’ learning enthusiasm and initiatives. The information age urges innovative learning methods and modes to meet the needs of language learners. This paper attempts to explore the teaching designing in college English reading blended learning based on Production-oriented Approach, and to check whether the application of Production-oriented Approach in English reading blended learning can effectively enhance students’ reading and writing competences. The learning effects were examined by quantitative study and qualitative study. Through the statistical comparison and analysis, we found that the experimental group's learning effects of output competency were more obvious than the control group. And comparatively, the improvement of writing competency was more obvious than that of reading competency. Through the questionnaires and interviews, we found that most students held positive views on this learning approach and could benefit from the approach because of the clear teaching objectives in learning and students’ willing of participation. The two teachers interviewed also thought positively on this approach in that they found students had much more opportunities to speak and write in class and outside class. This study aimed at exploring innovative blended learning in English reading course and integrating the class hours and online hours to maximize students’ output competency.