A Production-Oriented Approach to Value-Conflict Argumentative Writing: Embedding Ideological-Political Education via After Twenty Years

Abstract

This study adopts Unit Six (After Twenty Years) of Integrated English I as the instructional context and constructs a “motivating–enabling–assessing” teaching model within the framework of the Production-oriented Approach (POA) to explore how value-conflict texts can integrate language learning with value cultivation in English-major classes. By creating an authentic law-enforcement ethical scenario to stimulate students’ output needs and providing tri-dimensional scaffolding (content, language, and structure) during the enabling phase, the study guides learners to transform textual understanding into value-based argumentative writing. Classroom observations, discussion records, and writing samples reveal that POA effectively enhances students’ English expressive ability, argumentation skills, and ethical reasoning. Students demonstrate a clear shift from intuitive, emotion-based judgments to evidence-supported ethical reasoning, and their participation and engagement in class are substantially improved. Moreover, ideological-political elements are naturally integrated into the language-task chain rather than added externally. The findings suggest that value-conflict texts exhibit strong pedagogical appropriateness under the POA framework, offering a replicable instructional paradigm for achieving the integration of knowledge, skills, and values in English-major courses.