Developing an Instructional Model to Enhance Chinese Reading Ability in Vocational Physical Education Students

Abstract

Situated at a vocational college, the research responds to the mismatch between traditional language instruction and the kinesthetic, collaborative learning preferences of physical education students. The objective is to develop an instructional model aimed at enhancing Chinese reading ability among vocational physical education students. The research employed a mixed-methods Research and Development (R&D) approach across three phases: contextual analysis, model construction, and implementation with evaluation. Key informants included two experienced Chinese educators and 31 physical education students. Quantitative data were gathered through pretest and posttest assessments using the reading section of the Sichuan Provincial College Entrance Examination, while qualitative data were derived from student reflections, group discussions, and expert reviews. Results revealed a statistically significant improvement in reading scores (mean increase from 15.39 to 21.82, p < 0.001), a shift from low to moderate and high achievement levels, and increased motivation, engagement, and reading confidence. The study concludes that integrating embodied, multimodal, and culturally relevant learning activities into literacy instruction can transform reading from a static skill into a dynamic, inclusive process. Recommendations include broader application of the model in vocational settings and longitudinal research to assess sustainability.