This qualitative study explores how the production-oriented approach in British literature instruction may influence the development of humanistic qualities among undergraduate English majors in China. The research involved 19 junior English majors at Suqian University in China who participated in a 16-week production-oriented approach intervention. Data were collected through semi-structured interviews to examine participants’ experiences and perceptions of how the production-oriented approach influenced their humanistic development, particularly in critical thinking, intercultural competence, and moral identity. Three main themes emerged from the analysis. First, participants described connections between literary knowledge acquisition through the production-oriented approach and perceived improvements in their humanistic qualities, reporting that deeper engagement with literary content fostered personal reflection and growth. Second, students perceived productive tasks and selective learning as meaningful contributors to their humanistic development, reporting enhanced critical thinking, intercultural awareness, and moral identity through these methods. Third, participants reported that their enhanced humanistic qualities positively influenced their real-life experiences, including decision-making processes, intercultural interactions, and moral beliefs. This research provides insights into how foreign language education approaches in China may support humanistic development goals, contributing to understanding of pedagogical methods that foster graduates’ global perspectives, critical thinking, and ethical awareness. The findings suggest several directions for future research, including multi-institutional studies with diverse participants, experimental designs with validated instruments, and longitudinal investigations of production-oriented approach’s cross-cultural applicability and lasting effects.
Jinqiu et al. (Tue,) studied this question.