Can Holistic Module Teaching Improve English Per-formance of Junior Secondary School Students? An Experimental Exploration Based on the Reform of English Instruction in X City in Eastern China

Abstract

The Compulsory Education Course Standards for English 2022 emphasize that teachers must construct module teaching around specific objectives to support the development of academic competence in students. Holistic module teaching is an instructional approach which uses a major concept in a subject to organize relevant course materials to deliver structured instruction. In recent years, there has been a widespread application of module teaching design in English classes in China. Nevertheless, little research has been carried out on the relations between holistic module teaching and student English competence. This study used the empirical data generated by the teaching reform and the method of difference-in-differences estimation to conduct a systematic evaluation of the efficacy of holistic module teaching in English instruction with the purpose of providing evidence for the further improvement of this teaching design.