Evaluating the Effectiveness of Ideological and Political Integration in College English: A POA-Based Framework

Abstract

Ideological and political education (IPE) has become a key direction of curriculum reform in higher education in China. Owing to its wide coverage, sufficient instructional hours, and the dual emphasis on language and culture, College English occupies a unique
position within the system of curriculum-based ideological and political education. However, existing research on IPE in College English
has largely focused on integration pathways and teaching models, while systematic evaluation of instructional effectiveness remains underexplored. In particular, evaluation frameworks that integrate the coordinated development of language competence and ideologicalpolitical literacy are still insufficient, resulting in persistent classroom dilemmas such as teaching that is "feasible to implement but difficult to
evaluate" or "evaluable but hard to improve." The Production-Oriented Approach (POA), which takes instructional effectiveness as its core
objective, emphasizes learning driven by output tasks and goal attainment through the stages of "motivatingenablingassessing." This paper therefore constructs an effectiveness evaluation system for College English IPE under the POA framework, integrating language competence and ideologicalpolitical literacy. Supporting analytic rubrics are developed, and key elements such as evaluation agents, evidence
chains, weighting schemes, and quality assurance strategies are proposed to enhance operability, consistency, and interpretability. The
proposed system translates abstract educational goals into observable task performance and actionable improvement pathways, providing
practical tools for instructional diagnosis, classroom regulation, and continuous improvement, and laying a foundation for subsequent action research and empirical validation.