This research commences by incorporating socialist core values into the English classroom from four perspectives: teaching “objectives, content, approaches, and assessment.” Subsequently, it selects 97 students from a school in Province Y as the study subjects. The study utilizes the questionnaire survey approach and the independent samples t – test to assess how various teaching styles, along with students’ fields of study, genders, and academic levels, influence their English academic performance. Finally, linear regression is utilized to investigate the relationship between the incorporation of socialist core values into the English classroom and the academic achievements of students. The findings indicate that the POA teaching mode can effectively enhance students’ learning independence and proficiency. In the experimental class, there are notable disparities (P = 0.0000 < 0.01) between the students’ pre – test and post – test scores across the three domains of “awareness, identification, and application.” The English scores of undergraduate students majoring in engineering and science are relatively low. Female students demonstrate a higher level of socialist core values and its three components compared to male students. First – year university students show a stronger emotional identification with socialist core values than second – year undergraduates. It is essential to focus on the performance of students with a lower level of identification with socialist core values in the English classroom. The relationship between the integration of socialist core values in the English classroom and students’ English performance is expressed as: students’ performance = 2.6329 – 0.2334 × socialist core values.
