Theoretical Foundations of Production-Oriented Approach in CET4 Writing Instruction: A Systematic Review of Multi-Theoretical Framework Effects on Writing Performance Dimensions

Authors

  • Yu Li

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Nur Ainil BT. Sulaiman

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Halizah BT. Omar

    Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i9.10921
Received: 7 July 2025 | Revised: 15 July 2025 | Accepted: 22 July 2025 | Published Online: 15 September 2025

Abstract

This systematic review examined the theoretical foundations and effectiveness of multi-theoretical Production-Oriented Approach (POA) integration in CET4 writing instruction, specifically investigating how the coordinated application of Input Hypothesis, Social Constructivism, Cognitive Process Theory, and Sociocultural Theory influences writing performance across five assessment dimensions. Following PRISMA 2020 guidelines, comprehensive database searches identified 420 initial records from Web of Science, Scopus, ERIC, PsycINFO, CNKI, VIP, and Wanfang databases (2015–2024). After systematic screening, 42 studies meeting the inclusion criteria underwent quality assessment and data extraction focusing on theoretical integration patterns, writing performance outcomes, and student engagement moderation effects. Multi-theoretical integration demonstrated superior effectiveness compared to single-theory applications, achieving effect sizes ranging from large effects in content quality (d = 0.81) to medium effects in mechanics precision (d = 0.58). Student engagement moderation through Self-Determination Theory revealed substantial performance differentials, with high-satisfaction students achieving 167% superior outcomes compared to low-satisfaction counterparts. Temporal analysis confirmed paradigmatic evolution from single-theory dominance (85% in 2015–2017) to multi-theoretical integration prevalence (77% in 2021–2024). Coordinated theoretical integration transcends individual theory limitations while addressing persistent challenges in writing instruction through empirically validated pedagogical frameworks. Findings provide evidence-based guidance for CET4 writing pedagogy reform, emphasizing systematic teacher preparation, institutional support mechanisms, and student engagement enhancement strategies essential for successful multi-theoretical implementation.

Keywords:

Production-Oriented Approach; Multi-theoretical Integration; CET4 Writing Instruction; Writing Performance Dimensions; Student Engagement

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How to Cite

Li, Y., Nur Ainil BT. Sulaiman, & Omar, H. B. (2025). Theoretical Foundations of Production-Oriented Approach in CET4 Writing Instruction: A Systematic Review of Multi-Theoretical Framework Effects on Writing Performance Dimensions. Forum for Linguistic Studies, 7(9), 830–849. https://doi.org/10.30564/fls.v7i9.10921

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Vol. 7 , Iss. 9 (September 2025): In progress

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Review

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Copyright © 2025 Yu Li, Nur Ainil BT. Sulaiman, Halizah BT. Omar

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