ISSN: 2226-6348
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The Production-Oriented Approach (POA) has gained increasing attention in English language teaching as an innovative pedagogy that integrates language learning and use. However, research on its application in vocational English education remains fragmented and lacks systematic synthesis. This study provides a systematic literature review of existing literature on POA, with particular emphasis on its implementation in vocational contexts. A structured review method was adopted, drawing on studies published between 2016 and 2024 from Google Scholar and Scopus databases. The review synthesizes the theoretical foundations of POA, its pedagogical applications, and its effectiveness and challenges in practice. The findings indicate that POA enhances learners' language output, engagement, and communicative competence, particularly in vocational settings. Nevertheless, several challenges remain, including learners' limited proficiency, teachers' instructional competence, and difficulties in implementing assessment practices such as teacher–student collaborative assessment. In addition, existing studies are constrained by limited methodological diversity and a lack of longitudinal research. This review identifies key research gaps and offers pedagogical implications for improving POA implementation in vocational English education.
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