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Although research on teaching materials use has important implications for materials development, little literature examines how teachers actually use materials in the classroom. The present study, taking the theoretical framework for using and evaluating Production-Oriented Approach (POA) teaching materials ( Wen, 2017 ), explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials. Multiple methods were employed in data collection, including classroom observations, teacher interviews, the teacher’s lesson plans, and PowerPoints, as well as students’ written and oral products. Data analysis showed that the teacher followed a three-phase process of materials use. Before class, teaching objectives were set, materials were selected, adapted, and then transformed into teaching activities. During class, the teaching activities were implemented with the materials. After class, the effectiveness of using the materials was assessed. The study revealed that the teacher played an active role in practicing the essential POA principles of “productive-objectives-determined” and “input-in-service-to-output” in the entire process of material use.

A Case Study of an Experienced University EFL Teacher’s Use of POA Teaching Materials