1 Introduction

The Output Oriented Approach (POA) is introduced as a language teaching theory with Chinese characteristics. After ten years of development, it has formed a complete system and played an important role in foreign language teaching practice. Chang Junyue (2022) emphasizes the improvement role of POA in textbook design, teaching methods, and evaluation methods, as well as its promotion of teacher development. Multiple studies have validated the effectiveness of POA in different teaching contexts. However, due to differences in teaching objects, conditions, and designs, there are significant variations in the experimental research results. Meta analysis, as a quantitative research method, is used to analyze the strength of relationships between variables and help identify the reasons for differences in research results. This article adopts meta-analysis method to integrate, verify and analyze potential moderating variables in POA teaching experimental research, aiming to enrich the empirical basis for the effectiveness of POA teaching and provide inspiration for the practice and application of foreign language education in China.

2 Literature Review

The output oriented approach was founded by Professor Wen Qiufang, covering teaching philosophy, assumptions, and processes. The concept emphasizes the combination of learning output and teaching tasks, cultivating humanistic literacy and abilities. Assuming that it includes output driven, input driven, etc., with the aim of achieving holistic education. The process includes three core steps: driving, facilitating, and evaluating. Wen Qiufang and Sun Shuguang proposed four elements of communicative scenarios, and Cao Xiaoyu explored the effectiveness of oral teaching. The research on the evaluation process focuses on the collaborative evaluation model between teachers and students. Empirical research shows that the "output oriented approach" has advantages over traditional teaching methods, but its impact on different language skills varies. This study uses meta-analysis to explore the teaching effectiveness and moderating factors of the "output oriented method".

3 Research Design

This chapter introduces a research design that uses meta-analysis to verify the effectiveness of the "output oriented approach" in teaching. Meta analysis is a method of systematically and quantitatively integrating multiple independent research results, which helps to provide a more scientific basis for educational practice. The research subjects are publicly published journal articles both domestically and internationally. 1157 results were obtained through keyword search, and after screening, 121 studies were finally included for quality evaluation. According to the MINORS evaluation criteria, select A-level and B-level literature for analysis, and exclude C-level literature. Literature coding includes literature information, measurement indicators, teaching content, target language, learner type, teaching mode, and teaching cycle. Data analysis was conducted using CMA software to calculate the overall effect size, test sample homogeneity, evaluate publication bias, and perform moderating variable tests.

4 Results and Discussion

Meta analysis verified the significant positive effect of the "output oriented approach" in foreign language teaching, with its teaching content and learner type being significant moderating variables. This method promotes students' internalization of new knowledge by stimulating their initiative and providing "scaffolding" support. In the teaching of different skills, this method has a significant effect on output skills such as translation, writing, and speaking, while having a smaller effect on input skills such as listening and reading. The teaching cycle has an impact on learning outcomes, and long-term interventions can help improve learning efficiency. Different levels of learners have different reactions to the "output oriented approach", with English majors receiving a greater effect and non English majors receiving a moderate effect. The moderating effect of teaching mode and target language on teaching effectiveness is not significant, indicating that this method is applicable to various teaching environments and language teaching.

5 Insights and Prospects

This study found through meta-analysis that the "output oriented approach" has a positive effect on foreign language teaching effectiveness, but has a lower effect on input based skill teaching. Teachers should strengthen their application in input based skill teaching, combine learning with application, and promote students' comprehensive language ability improvement through output tasks. Teachers should set teaching sub goals based on learning situation analysis, provide suitable learning materials and output tasks for different students, and use multiple evaluations to improve teaching effectiveness. Although the teaching cycle is not significant, the principle of gradual progress should be implemented, modern educational technology should be utilized, and guided courses should be set up to improve teaching efficiency. The research points out that there are deficiencies in existing studies, including the use of a structural perspective in the study of the relationship between language skill improvement, a lack of a holistic view of language ability, and low attention to learning ability, cooperation ability, and thinking quality. Future research should strengthen empirical research, experimental research, and focus on the application of the "output oriented approach" in non lingua franca teaching, as well as its role in integrating content and language teaching. Research should also pay attention to the significance and value of the "output oriented approach" in promoting interdisciplinary integration teaching and constructing an integrated knowledge and ability system.