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Research on the Application Efficiency and Optimization of the TSCA Model in the Teacher Spoken English Course for English Education Majors Under the POA Framework

Author(s)

Na Zhao*, Fulin Liu

Affiliation(s)

Kunming University, Kunming, Yunnan, China *Corresponding Author

Abstract

Students pursuing English education degrees require advanced oral pedagogical proficiency; however, implementation of the Production-Oriented Approach (POA) faces persistent challenges, notably excessive teacher grading demands. To examine the pedagogical efficacy, implementation barriers, and optimization pathways of the Teacher-Student Collaborative Assessment (TSCA) model within the POA framework for Instructional Oral English courses, this mixed-methods study engaged a cohort of 57 participants. Quantitative metrics (e.g., assignment scores, class participation) and qualitative data (e.g., interview transcripts, reflective journals) were triangulated for comprehensive analysis. Findings indicate that TSCA significantly enhances students’ oral self-evaluation competence while effectively alleviating instructors’ assessment workload and liberating instructional capacity. Nevertheless, challenges persist, including insufficient reliability in peer assessment and time constraints in instructional sessions. This study concludes that TSCA represents an efficacious mechanism for optimizing POA-based oral assessment. Future implementation should prioritize stratified peer evaluation training, AI-powered evaluation tools, and dynamic time-allocation strategies to augment outcomes.

Keywords

Teacher-Student Cooperative Evaluation (TSCA); Production-Oriented Approach (POA); English Education Major; Teacher Oral English; Pedagogical Efficacy; Assessment Reform; College English Teaching

References

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