With the vigorous development of the Internet, the continuous application of social media platforms has accelerated people's channels to obtain information. WeChat Public Platform (WPP), as a mobile learning platform, is derived from the current popular social platform "WeChat", which can transfer text, pictures, video, audio and other multimodal information. Based on various functions of WPP, combining it with language teaching is one technique to realize blended learning so that learners can experience a novel learning mode. Some issues have surfaced in the present Business English Writing (BEW) class for Chinese EFL undergraduates, including a lack of teaching time, students' psychological anxiety about BEW, and a rigid evaluation process. This study mainly applies WPP in Chinese EFL undergraduates' BEW class and investigates whether WPP can help improve students' BEW performance and enhance students' interest in learning BEW. Quantitative and qualitative research methods were adopted, and 80 Chinese undergraduates were involved in this quasi-experiment. By analysing the experimental results and data of the students' pre and post-test and the interview results, this study found that the English performance of the experimental class students who implemented the WPP-based BEW teaching mode has been remarkably improved, and their enthusiasm for BEW was gradually increased. Implications point to integration of WeChat in teacher instruction, teacher practice, ESL curriculum and assessment.

The Covid-19 pandemic has expedited Online Teaching and Learning (OTL) following a sudden closure of academic institutions. Although within the past years, POA was fully developed and expanded in various projects that yielded fruitful college English learning results (Matsuda, 2017), recently, in the learning and practice of Oral English by Chinese undergraduates, there are distinct drawbacks and issues affecting language learning. This paper attempts to apply POA to Chinese undergraduates' oral English classes based on OTL during the covid-19 pandemic, specifically focusing on whether POA can increase the effectiveness of oral English learning for undergraduates. Data analysis of both the pre and post-tests revealed significant improvement in the experimental class and minimal improvement in the controlled class. Students' pronunciation, vocabulary, and fluency improved in the experimental group. It is implied that the POA application was effective in enhancing Chinese undergraduates' speaking skills. Some suggestions are put forth to enhance the application of online POA during the covid-19 pandemic era.

The Production-Oriented Approach (POA) is a novel teaching approach with Chinese characteristics that is also one of China's research hotspots in the field of English instruction. The purpose of this study is to investigate the theory's future development and challenges based on the research state of POA in China, in order to promote POA's application in a wider range. The researcher retrieved academic journals, master's and doctoral dissertations from CNKI regarding POA from 2016 to 2020 and discussed its application fields, research methods, and research contents in this study. The findings demonstrate that: 1) Chinese researchers' research on POA has advanced significantly in the last five years, with an overall increasing trend in the number of studies. 2) POA's research methodologies mostly consist of non-empirical and empirical research. 3) POA's research focuses mostly on the development of theoretical systems, teaching effectiveness research, teaching reform practice, and teaching compilation and usage. Simultaneously, this study outlines the present research on POA in China's limitations and evaluates its future development prospects.

As China's economy and society keep expanding, the significance of business English in worldwide communication remains progressively crucial. Ensuring that China's business English talent training meets global standards is a priority. It has, therefore, become crucial and time-consuming to figure out how to help Chinese students enhance their business English writing skills. Zhang Xuexin, a Chinese professor at Fudan University, proposed the PAD (Presentation-Assimilation-Discussion) Class Model. Since it was presented, many academics and educators have supported it. This study involved 50 undergraduates from a Chinese university, including 25 in the experimental and control classes respectively. The 12-week teaching experiment was followed by interviews with a few students from the experimental class to investigate the influence of the PAD Class Model on the overall score and sub scores of Chinese students' business English writing, as well as the acceptability of the PAD Class Model. Through the analysis of the pre- and post-tests by SPSS, the results indicate that the utilization of PAD Class Model can substantially raise the overall score and the sub scores of content, language, appropriateness, grammar, and organization for undergraduate business English writing. Furthermore, by assessing the interview findings of the experimental class, compared to the conventional teaching model, PAD Class Model serves a more conspicuous role in boosting students' interest in Business English writing, and PAD Class Model is universally accepted by students.