A Qualitative Case Study of the Production-Oriented Approach in a Ubiquitous Learning Environment for CFL Learners

This study investigates the mechanisms through which the Production-Oriented Approach (POA) influences the spoken Chinese learning process of international students in China within a ubiquitous learning environment. Although the efficacy of POA has been established, the intrinsic mechanisms governing learners' specific behaviors, psychological perceptions, and competency development within this model—particularly the dynamic interplay of task-driven practice and feedback-informed growth—remain underexplored. Employing a qualitative case study methodology, this research focused on a group of 11 intermediate-to-advanced CFL learners. Following a ten-week POA intervention, six students representing varying levels of progress were selected for semi-structured interviews, with their oral productions serving as supplementary data. Thematic analysis yielded three core themes: (1) Extension of Learning: Goal-driven practice from "in-class" to "out-of-class"; (2) Empowerment of Learning: Technology-facilitated support from "isolation" to "interconnection"; and (3) Transformation of Learning: A conceptual shift from "language anxiety" to "communicative confidence." The study finally proposed a process model showing how learning behavior, psychology, and ability develop together. The model explains how POA helps students turn from passive learning to active language use through task motivation, tech support and feedback. The results find a new concept for teaching Chinese speaking and offering useful ideas for international Chinese language education.