Abstract

In recent years, the PAD (Presentation-Assimilation-Discussion) Class and BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) instructional models have gained increasing prominence in China’s higher education landscape, particularly in the context of ongoing pedagogical reforms. Whilst both approaches have been widely adopted in various teaching contexts, existing research has seldom explored their systematic integration, especially within Comprehensive English courses where the potential for cultivating ideological and political education elements remains largely untapped. This study aimed to develop and validate a comprehensive instructional framework that synthesised these two prominent teaching models to achieve seamless incorporation of ideological education into language teaching for translation majors. The research employed a quasi-experimental design with 52 first-year translation majors at Luoyang Institute of Science and Technology, divided into a control group (n=26, traditional lecture method) and an experimental group (n=26, integrated “BOPPPS + PAD Class” model) over one semester. Data were collected through a self-designed online questionnaire based on a 5-point Likert scale, measuring teaching effectiveness across multiple dimensions. Independent samples t-tests revealed that the experimental group significantly outperformed the control group in ideological and political education and cultural confidence (M=4.52, SD=0.55 vs. M=3.45, SD=0.88, p<.001), critical thinking skills (M=4.48, SD=0.58 vs. M=3.52, SD=0.75, p<.001), and learning engagement (M=4.35, SD=0.62 vs. M=3.70, SD=0.81, p<.01), whilst maintaining comparable levels of knowledge acquisition (p>.05). The study established clearly defined ideological-political education objectives, reconstructed course content from Contemporary College English 2 to balance language proficiency with value cultivation, designed teaching procedures leveraging Unit 4 (“The man in the water”) as a case study, and developed a multidimensional assessment system. This research provided foreign language educators with both empirical evidence and practical implementation strategies for effectively integrating ideological-political education into translation programmes, ultimately supporting the development of globally competent professionals capable of articulating China’s perspectives in international contexts

Keywords

blended learning; assessment methods; curriculum design; instructional models; values education in language teaching

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