Abstract
Expression-driven teaching theory emphasizes the essential role of authentic communicative tasks, in which output both motivates and reinforces input, while placing learners at the center of meaning construction. In the context of university-level Chinese language teaching in Vietnam, which remains largely dependent on rote memorization and therefore limits students’ spontaneous communicative responses, methodological innovation is urgently needed. This article proposes applying expression-driven teaching theory through scaffolded tasks and an “Output – Input – Enhanced Output” cycle. Combined with a multidimensional assessment system, this model helps learners actively address gaps in their knowledge and transform textbook-based knowledge into effective practical communicative competence.

Keywords: Communicative competence, expression-driven teaching theory, pedagogical application, Task-based Language Teaching (TBLT), university-level Chinese language education in Vietnam.