Research on Teaching Reform of Cross-Curricular Integrated Design for English Majors Guided by OBE Philosophy: Focusing on Strengthening Basic Language Skills

DOI: https://doi.org/10.62517/jhet.202515221

Author(s)

Liu Hong

Affiliation(s)

School of Education and Foreign Lauguages, Wuhan Donghu College, Wuhan, Hubei, China

Abstract

This study explores the design and implementation of a cross-curricular integrated teaching model for English majors under the guidance of Outcome-Based Education (OBE) philosophy, with a core objective of strengthening students’ basic language skills. By integrating language skill training across multiple courses (e.g., Comprehensive English, Listening and Speaking, Literature, and Translation), the reform emphasizes the alignment of curriculum objectives, teaching activities, and assessment methods with predefined learning outcomes. Through a mixed-method approach—including quantitative analysis of standardized test scores, qualitative interviews with students and faculty, and classroom observations—this research evaluates the effectiveness of the model in enhancing students’ language proficiency, critical thinking, and interdisciplinary competence. Results indicate significant improvements in students’ performance on standardized exams (e.g., TEM-4 pass rate increased by 15%), heightened engagement in collaborative tasks, and strengthened cross-cultural communication skills. Challenges such as resource allocation and faculty workload are also discussed, with recommendations for optimizing curriculum design and leveraging technology. This study provides actionable insights for institutions aiming to align English language education with global competency standards.

Keywords

Outcome-Based Education (OBE); Language Skills; Cross-Curricular Integration; English Teaching Reform; Competency-Based Assessment

References

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