LEARNERS’ PERSPECTIVES ON THE PRODUCTION-ORIENTED APPROACH IN MALAYSIAN BEGINNER CFL CLASSROOMS

Abstract

Abstract China’s economic development has contributed to growing global interest in learning Chinese. In Malaysia, strong diplomatic and economic ties with China have further increased demand for Chinese as a Foreign Language (CFL). Despite this demand, many non-native learners continue to face challenges in developing communicative competence due to pedagogical and contextual factors. This study examines beginner-level Malaysian CFL learners’ perceptions of the Production-Oriented Approach (POA) in a higher education context. Data were collected from 140 undergraduates enrolled in a 14-week beginner-level CFL course using a questionnaire that explored perceptions of language proficiency and learning processes. The findings reveal a differentiated pattern of perceived development, with stronger perceived improvement in reading, writing, translation and sentence construction, and comparatively lower perceived development in speaking and listening. This suggests that POA may be more effective in supporting structured and output-oriented language use, while oral skills may require more sustained interaction and exposure. In addition, learners reported positive perceptions of vocabulary development, knowledge application, motivation and engagement, indicating a close relationship between language learning and active learning processes. Overall, the study suggests that POA is perceived as a supportive and engaging instructional approach in beginner-level CFL classrooms. However, its perceived effectiveness appears to vary across language skills, highlighting the importance of balancing structured output with opportunities for interactive and communicative practice. By providing evidence from a Malaysian CFL context and focusing on beginner-level learners, this study contributes to a more context-sensitive understanding of how POA is experienced in classroom practice.