1. Introduction

This article introduces the problems in foreign language teaching in China, such as "separation of learning and application" and "separation of literature and practice", and proposes the "output oriented approach" (POA) developed by Professor Wen Qiufang and her team as a solution. POA has been applied in various foreign language teaching fields and has shown significant learning promotion effects. This study aims to systematically evaluate the overall learning promoting effect of POA and its possible moderating variables through meta-analysis, providing guidance for theoretical research and teaching practice.

2. Literature review

A detailed review was conducted on the theoretical development and empirical research of the Output Oriented Approach (POA). The POA theoretical system consists of teaching philosophy, teaching assumptions, and teaching processes, integrating domestic and foreign educational theories and possessing Chinese characteristics. Empirical research shows that POA is effective in different language teaching, especially in enhancing learning motivation, confidence, and comprehensive abilities. The study also explored the effectiveness and learning promoting effects of POA textbooks. However, the learning promoting effect of POA varies in different teaching modes, foreign language skills, foreign language proficiency, target language, educational level, and other aspects. This study adopts meta-analysis method to reveal the overall learning promoting effect of POA and the role of moderating variables, providing reference for POA theoretical research and teaching practice.

3. Research Design

The design section of this study elaborates on the process of literature collection and screening, including search years, databases, keywords, screening criteria, and the final number of included literature. The literature coding and analysis section introduces coding information, coding process, meta-analysis software, effect size calculation method, effect size model selection, and heterogeneity testing. The research results showed significant heterogeneity in the literature included in the meta-analysis, and a random effects model was used for effect size analysis. To avoid publication bias, a large number of literature, funnel plots, safety factor tests, and Egger's regression tests were obtained to determine the likelihood of publication bias. The results showed that the possibility of publication bias was small, and the meta-analysis results were stable and reliable.

4. Research results

Through meta-analysis, 136 independent samples from 112 literature were synthesized, and it was found that the Production Oriented Approach (POA) has a significant learning promoting effect in foreign language teaching, with an overall effect size of 0.538, which belongs to the moderate effect. The study also found that POA has significant effects on both cognitive and non cognitive levels, and there is no significant difference between the two. Further analysis of potential moderating variables revealed that teaching mode, foreign language skills, and experimental period have a significant impact on the learning promotion effect of POA. Among them, the effects of flipped classroom and blended learning mode are the greatest, and the effect of oral skills is higher than that of other skills. The effect is most obvious in the mid-term of the experimental period. In terms of foreign language proficiency, intermediate level learners have the best response to the effects of POA. However, the target language, educational level, and research methods did not significantly affect the learning promoting effect of POA.

5. Discussion

This study explores the learning promoting effect of Output Oriented Approach (POA) in foreign language teaching through meta-analysis. Research has found that POA has a moderate overall learning promoting effect and can positively and stably influence foreign language teaching. The POA concept helps to solve the problem of separation of learning and application, and enhance students' language abilities. This method integrates foreign curriculum theory and second language acquisition research, and improves teaching efficiency through assumptions such as curriculum theory guidance and output driven learning. POA not only focuses on instrumental goals, but also emphasizes humanistic goals, promoting students' development at both cognitive and non cognitive levels. Research has found that the effect of POA is slightly greater at the non cognitive level than at the cognitive level, which may be related to the previous use of standardized tests to measure the cognitive level. POA can transform students' learning concepts, improve their learning autonomy, logical reasoning ability, and comprehensive language application ability.

6. Conclusion

This study revealed the moderate learning promoting effect of output oriented approach (POA) in foreign language teaching through meta-analysis, which has significant effects on both cognitive and non cognitive levels. Research has shown that teaching mode, foreign language skills, experimental period, and foreign language proficiency are key moderating variables that affect the effectiveness of POA, while factors such as technical means, teaching philosophy, intervention intensity, and cognitive load also have an impact on the moderating variables. Research suggests that teachers integrate the concept of "learning with application" in teaching, use technological means, and design tasks based on learners' levels to improve the teaching effectiveness of POA. At the same time, researchers should consider the experimental period and task intervention intensity, and conduct more longitudinal studies to gain a deeper understanding of the learning promoting mechanism of POA. Although the POA theoretical system has been validated, further research is still needed to explore its potential limitations. Future research should focus on more variables, explore the application of POA in the basic education stage, and consider the potential moderating effects of variables such as target language, educational level, and research methods.