Abstract—The most stylish pre-trained large language model, Large Language Model (LLMs), has recently garnered unprecedented global attention. Yet, the swift process of LLMs' exceptional performance in understanding human language and completing various tasks conversationally has sparked debates regarding its educational implications and applications in education. Notably, it serves as a language consultant, companion, and assessment expert in English education, utilizing suggestions to enhance the quality of learning. Meanwhile, Production-Oriented Approach (POA) is a foreign language teaching theory proposed by Professor Wen Qiufang, which aims to improve the time-consuming and inefficient teaching effect of the English as a Foreign Language (EFL) in China. This exploratory study represents one of the first attempts to examine the possible role of LLMs in facilitating the teaching and learning of writing English in high school. As a result, exploring whether POA can effectively improve students' writing ability in senior high school, this study adopts a comparative teaching experiment method to observe and verify the teaching effect of POA, and students are more inclined to accept this teaching model in the future teaching. It shows students' learning motivation is greatly improved and their English output capacity is promoted as well with POA under the LLMs. Additionally, technology progresses and educational demands evolve, it will assume a more significant role in offering more efficient and tailored support and services for EFL. 
 

Keywords—Large Language Model (LLMs), English as a Foreign Language (EFL), Production-Oriented Approach (POA), English education, teaching research 

Cite: Yi Dai and Qianhui Panghe, "Why LLMs Driven EFL Writing: A Case Study in Senior Hight School Based on Production-Oriented Approach," International Journal of Learning and Teaching, Vol. 11, No. 5, pp. 305-313, 2025.

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