More than a decade has passed since Wen Qiufang(2007) first proposed that foreign language teaching could benefit from output-driven practices in the classroom. Her original ideas were reformulated and further elaborated in the Production-Oriented Approach(POA), which aims to deal with the input-output separation in foreign language teaching in Chinese universities and colleges to optimize students’ learning(Wen, 2015, 2016 b). Integrating the strengths of Chinese traditional pedagogy and Western instructional approaches, this approach engages learners with production, merging the learning and use of language to enhance the efficiency of language teaching(Illes, 2018, p. 242) in a Chinese context. This introduction to the special issues includes three major sections. It starts out with an overview of what the POA system includes and how it works with a focus on its teaching procedures. The second section is about dialectical research(DR), a new research paradigm specifically designed for instructed second language acquisition(Wen, 2017 b) with "dialectical materialism as its philosophical basis"(Wen, 2019, p. 385). Finally, seven papers collected in this issue are introduced. We hope that this special issue sets a research agenda towards a better understanding of the POA.