Research on the Practice of College English Teaching 
Oriented towards Student Competency Development: A 
Case Study of Guangxi Normal University

Jinsong Peng

doi:10.70711/neet.v4i3.8946

Research on the Practice of College English Teaching Oriented towards Student Competency Development: A Case Study of Guangxi Normal University

Jinsong Peng

Abstract

With the deepening of the connotative development of higher education, college English teaching is undergoing a fundamental paradigm shift from "knowledge transmission" to "competency development." Based on constructivist learning theory, the Production-Oriented
Approach (POA), and intercultural communication theory, this paper takes the college English teaching reform at Guangxi Normal University
as a practical field to systematically explore the reconstruction of teaching models and practical pathways aimed at cultivating students' core
competencies. Utilizing action research, questionnaire surveys, and case analysis, the study constructs a comprehensive competency development goal system centered on "linguistic competence as the foundation, critical thinking as the core, learning ability as the wings, with
intercultural competence and professional literacy as the dual axes." Accordingly, a blended teaching model integrating "Flipped Classroom +
Project-Based Learning (PBL), " a diversified dynamic evaluation system, and an implicit integration mechanism for "ideological and political education in curriculum" were designed. Practical data indicates that this teaching model effectively enhances students' comprehensive
English application ability, autonomous and collaborative learning capabilities, and higher-order critical thinking skills, while also strengthening their cultural awareness and professional adaptability. This research aims to provide an operable and replicable practical model for college
English teaching reform in the new era, and to reflect on and prospect the existing challenges in teaching.

Keywords

Competency development; College English teaching; Teaching reform; Blended teaching; Production-oriented approach; Intercultural competence

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References

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DOI: http://dx.doi.org/10.70711/neet.v4i3.8946

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