International Journal of Education

The importance of military foreign language proficiency for military personnel has become increasingly prominent. To enhance the quality and effectiveness of military foreign language classroom teaching, cultivate learners’ applied competence in military foreign languages, and strengthen their comprehensive military foreign language literacy, this study—rooted in the practical demands of serving the armed forces and preparing for combat—emphasizes the educational philosophy of "directing education by combat needs and cultivating talent for warfare." By elucidating the connotation and characteristics of the O-AMAS effective teaching model, it analyzes the necessity of introducing this model into current military foreign language teaching from perspectives such as the distinctive features of military foreign language courses, existing challenges in military foreign language pedagogy, and the advantages of the effective teaching model over traditional methods. Furthermore, using military Russian course instruction as a practical example, it constructs a five-phase teaching framework comprising "Objective Design, Immediate Activation, Multi-learning, Effective Assessment, and Concise Summary," implemented across four stages: pre-class autonomous learning, in-class multi-level interaction, post-class active feedback, and extended reflection. Leveraging the structured and interactive instructional design of the O-AMAS model, this framework aims to resolve key dilemmas in military foreign language pedagogy and provide practical pathways for elevating learners’ applied military foreign language competence.

O-AMAS effective teaching model; Military foreign languages; Applied research