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Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies. [ABSTRACT FROM AUTHOR]

Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students' SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students' reading papers before class, students' practicing paper writing after class, and teacher's making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly. [ABSTRACT FROM AUTHOR]

The article selects 634 papers authored by Chinese scholars on international publishing from CNKI, China's foremost dataset for Chinese academic papers, in the past three decades. Employing the thematic analysis, the article explores the trends, developments and issues deliberated by Chinese scholars in the realm of international publishing. The article first scrutinizes the major themes discussed by Chinese scholars, revealing an evolution in their perceptions on international publishing. This evolution progresses from initial awareness in the first stage to adeptly handling challenges and enhancing the quality of international publishing in the second and third stages. In the fourth stage, scholars in China emphasize distinctive Chinese characteristics. The second part of the article outlines six issues deliberated by Chinese scholars in the field of international publishing, including international influence, contextual debates, English language, academic motivations, evaluation systems and publication charges. These six issues underscore the resilience and proactive efforts exhibited by Chinese scholars as they endeavor to adapt to and integrate into the international academic arena. In conclusion, the article summarizes the features of Chinese scholarship on international publishing and advocates that Chinese scholarship continues its engagement in global collaboration to make a more substantial contribution to global knowledge production. [ABSTRACT FROM AUTHOR]

This paper describes a study comparing paper-based marking (PBM) and onscreen marking (OSM) in Hong Kong utilising English language essay scripts drawn from the live 2007 Hong Kong Certificate of Education Examination (HKCEE) Year 11 English Language Writing Paper. In the study, 30 raters from the 2007 HKCEE Writing Paper marked on paper 100 scripts that they had marked on screen 9 months previously. Subsequent to the rating, they completed a questionnaire, from which it was concluded that, technologically, raters had no problems with OSM. Statistical results indicated no bias favouring either form of rating. Attitudinal differences surfaced, however, between new raters who had solely rated on screen as against veteran raters, whose previous rating experiences had only been with paper-based rating. The paper concludes with the prediction that as OSM becomes more prevalent, it will be accepted as the norm, with prejudice about fairness or convenience gradually fading. [ABSTRACT FROM AUTHOR]

The Gaokao, also known as China's national college entrance exam, is a high-stakes exam for nearly all Chinese students. English has been one of the three most important subjects for a long time, and listening plays an important role in the Gaokao English test. However, relatively little research has been conducted on local versions of Gaokao's English listening tests. This study analyzed the linguistic features and corresponding functional dimensions of the three different text types in the Gaokao's listening test, investigating whether the papers used in three major regions of China were differentiated in terms of the co-occurrence patterns of lexicogrammatical features and dimensions of the transcripts. A corpus consisting of 170 sets of test papers (134,913 words) covering 31 provinces and cities from 2000 to 2022 was analyzed using a multidimensional analysis wherein six exclusive dimensions were extracted. The results showed that there were meaningful differences across short conversations, long conversations, and monologues with regard to the six dimensions' scores, and regions further had significant differences in three dimensions: Syntactic and Clausal Complexity, Oral versus Literate Discourse, and Procedural Discourse, while Time Period was not associated with any differences. Implications for language teaching and assessment are discussed. [ABSTRACT FROM AUTHOR]

Due to the differences between English and Chinese, students often make errors in English writing. One of the reasons that students faced in writing is that their mother tongue language knowledge system is already established. Coupled with the constraints of the language environment, the students' way of thinking and writing is prone to be influenced by their mother tongue. This paper highlights the current situation of the negative effects of the mother tongue on English writing among undergraduates in China, analyzes the main type of writing errors caused by their mother tongue, and provides targeted guidance to teaching them writing. The samples for the study are 57 learners of English as a second language (L2) students from Ningxia Medical University. They were asked to complete a writing task before their compositions were analyzed. Using Test Analysis Method, an analysis of writing compositions by this grade one university students found that the most common errors are caused by the negative effects of their mother tongue on English writing mainly on the use of articles, word order, and expressions of negation. Finally, to improve the quality of English teaching, this paper offers some suggestions on how to overcome the negative effects of the mother tongue on these students. [ABSTRACT FROM AUTHOR]

The field of English for Specific Purposes (ESP) has gained considerable attention, mainly due to the growing importance of English teaching and the need for preparing international professionals. The primary academic emphasis of this field is largely centered on the study of English for Academic Purposes (EAP). It has become increasingly important for China to provide EAP education to its vast population of college students, who represent a significant proportion of global tertiary-level English learners. By doing so, they can improve their academic literacy and participate more effectively in international academic communication. In 2016, China's College English Test Examination Board issued the National College English Test Syllabus which emphasized the importance of academic English literacy in the test design. This syllabus was released during a contentious debate among Chinese academics about the role of EAP in college English teaching and testing. Despite this heated discussion, there are currently few studies that have analyzed the linguistic nature of academic English tests in a quantitative manner. This paper calculates the academic word coverage of the reading passages in two crucial English proficiency tests designed for college students in China, the College English Test (CET) and the Test of English for Academic Purposes (TEAP). It is found that the academic word coverage of CET is increasing from the year 2013 to 2021 and that the academic word coverage of TEAP is slightly higher than that of CET. In this sense, these English tests can meet the requirements for measuring Chinese college students' academic literacy. It is also found that there is a positive correlation between academic word coverage and language difficulty as is indicated by Flesch-Kincaid Grade Level. These findings provide an empirical reference for the study of academic English tests in China, and other parts of the world, and contribute to EAP teaching and testing reform for the development of students' academic literacy. [ABSTRACT FROM AUTHOR]

In this paper, we reexamine the literature on money demand in China published both in English and Chinese language. Over the past 30 years, there has been a regular stream of papers assessing the Chinese money demand function. The literature mostly focuses on income elasticity, stability, and, especially important for China, the adequate choice and quality of data. In particular, regarding the stability of money demand, we find a substantial publication bias towards rejecting stability. When controlling for publication bias and focusing on longer time periods, our paper strongly suggests a stable long-run money demand in China. [ABSTRACT FROM AUTHOR]

English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues for both students and lecturers. These problems include unfair promotion opportunities, unequal access to EMI classes, inadequate learning outcomes, and poor teaching quality. This special issue builds on past and current EMI work that explores issues related to EMI implementation in Chinese higher education institutions and in classrooms. Through the selection of several empirical papers, the special issue shines light on current knowledge, policies and practices of EMI in China to pave the way for research-informed recommendations. [ABSTRACT FROM AUTHOR]

China has now embraced the information era, which has had a significant impact on everyday life, employment, and educational practices. Information technology has also had a significant impact on the growth of the education sector, resulting in a fast-paced and resource-rich setting for student interaction. Through the network platform, various interactive software can improve students' learning methods, especially language teaching software. English audio-visual speaking is software for training English language listening and speaking, which can carry out relevant oral activities and topic discussions according to the imported materials. As a result, you can assist pupils in using the vocabulary and knowledge associated with the subject, which will increase their interest in learning. English teachers can fully prepare for speaking and listening tasks in the classroom by using audio-visual speaking. At the same time, through the learning of TV and movie trailers, English audio-visual speaking can provide readers with background knowledge, which is ready for readers to fully understand the language and content in the video materials. Based on information technology, this paper constructs English audio-visual and oral mobile teaching software, which depends on interactive digital media algorithms. Through the mobile teaching software for English audio-visual speaking, students can form good English listening and reading habits, which will provide important help for English language learning.First, this essay examines the value and benefits of mobile applications for providing English instruction orally and visually, which might help to illustrate the need for software development. The research then suggests various algorithms for English that are related to audio, visual, and oral input that can detect, assess, and correct students' learning mistakes. Finally, this work develops the fundamental methodology of the audio-visual and verbal mobile software for instruction in English. [ABSTRACT FROM AUTHOR]

Since the time of the first Jesuit mission to China (from the late 16th century onwards), learning the locally spoken language(s) was considered a priority. The Protestant missionaries of the 19th century continued this languagefocused trend: it was fundamental for them as well to be able to learn the language of the Court together with the dialects spoken in Southern China, the area where they mainly settled, especially after the First Opium War. If, on one hand, they could benefit from a good amount of works compiled in the previous centuries to describe Mandarin, on the other hand, they found themselves in lack of tools to learn Cantonese, Hakka, Wu and other Southern topolects. Therefore, they began compiling all sorts of dictionaries, phrasebooks and grammars to fill in this gap. At the same time, they published their linguistic analyses, and considerations, together with Romanization proposals on the periodical press they had set in China, thus reaching a worldwide audience. After an introduction on the English periodical press in China, its founders and main contributors (both missionaries and laymen), this paper will conduct a quantitative and qualitative analysis of the articles concerning the description of 'dialects', better defined as Sinitic languages. The final aim is to show the contribution provided by the authors of two journals in particular, The Chinese Repository and The China Review, whose papers had the merit to broaden the scope of Chinese language studies, thus promoting western and Chinese scholarship on this subject. [ABSTRACT FROM AUTHOR]

Amidst efforts to fulfill the Chinese government's education guide for morality building and character cultivating, curriculum ideology and politics have emerged as key aspects in higher education pedagogy. English linguistics, a staple for junior English majors and often perceived as theoretical and challenging, represents an opportunity to align with national education directives. This study explores the integration of ideological and political education within the English major's curriculum, specifically within an English linguistics course. This paper details an empirical case study conducted in a local Jiangxi university in China, where an "ideological education + linguistics" teaching model was carefully crafted and implemented in the introductory linguistics session. Methodologies included classroom observation, post-lesson questionnaire and interview, revealing enhancements in student engagement, understanding of linguistic concepts, and scientific and logical reasoning. Additionally, noteworthy improvements in teaching methodologies were reported. The findings affirm the model's feasibility and effectiveness in reinforcing the curriculum ideology and politics in major disciplines, suggesting a beneficial tripartite impact on national educational goals, student learning, and teaching innovation. Research significance indicates that by applying their experiences, front-line teachers can act as researchers, enhancing the implementation of educational research; besides theoretical studies, micro case studies are essential to validate and complement educational research, thus contributing to the development of a comprehensive theoretical framework. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English-Medium Instruction is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English is the most widely used language in the world, and China's economic development has become the second largest country in the world. Therefore, popularizing English in China is the need of national conditions and the desire for talents who are good at English majors. In the current traditional college English education mode and in the external environment, college students' English knowledge has not been substantially expanded, which has seriously caused the social needs not being met and students not being able to show their self-worth. Based on the deficiency of traditional college English teaching mode, this paper designs an efficient and perfect college English education mode by combining information big data fusion technology, so as to ensure that students can really love English and learn English more easily. The results of the experiment are as follows: (1) college English education and students' English learning are analyzed, and the research direction of the experiment is approved, and the functional has been investigated, which lays a foundation for the experimental research of this paper; (2) old-fashioned college English education mode: intelligent big data technology is applied to English education. By using the information big data fusion algorithm to ensure the qualified English teaching effect, it not only helps teachers effectively combine big data resources but also changes the atmosphere of teaching classes, constructs modern language education mode, and promotes students' thinking mode of exploring language learning. [ABSTRACT FROM AUTHOR]

Drawing on a previous large-scale study examining the reactions of past candidates to the use of online invigilation - or online 'proctoring' (OLP) - in the delivery of high-stakes English language examinations (Coniam et al., 2021), this paper reports the responses of the subset of China candidates in the sample. The paper first sets the scene in terms of the gradual and then accelerated move from face to face to online modes of delivery. It explores the challenges and benefits that both modes offer, in terms of accessibility, fairness, security and cheating. Detail is then presented from the survey exploring the reactions to and perceptions of OLP by the China respondents (N=64), comparing this sample with the larger world-wide sample, all of whom had taken an English language examination via OLP. A strong endorsement by the China cohort of OLP was generally recorded. Feedback revealed that respondents perceived OLP to be a more personal as well as a more efficient way of taking a test. The results are indicative of a broad acceptance of OLP, pointing to strong future uptake of the OLP mode of test delivery. [ABSTRACT FROM AUTHOR]

Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the use of metacognitive strategies, which in turn predicted their language learning motivation and perceived online English learning progress. The findings supported the mediating role of language learning motivation and metacognitive strategies. The findings showed the potential to enhance online English learning by facilitating learners' self-efficacy belief, language learning motivation, and metacognitive strategies. [ABSTRACT FROM AUTHOR]

This paper, by means of quantitative and qualitative analysis based on a vast investigation, talks about the anomie in China's academic publishing from the following three aspects: first, disorders in format; second, misspellings & improper expressions of English language; third, misconduct in ethics. It introduces renovation measures taken by the country's related authorities and practitioners and probes into the deep-seated reasons why so little effect has so far been achieved. It's the first time that scholars have ever reviewed disorders in China's academic publishing in such a multi-dimensional scope. Through briefing the raft of reforms currently launched by the Chinese Communist Party and the State Council, the author expresses her expectation on the upturn of the situation. [ABSTRACT FROM AUTHOR]

With the prosperity of the economy, China's foreign exchanges are becoming more and more frequent, and English is becoming more and more important as the common language of international communication. For decades, Chinese educators and scholars have achieved great success in teaching English, but there are also some problems, including neglecting the teaching of crosscultural knowledge in English classrooms. And in the crosscultural English teaching based on hierarchical correlation analysis, its specific structure system is not complete, and its application scope is also less. Therefore, this paper analyzes hierarchical correlation analysis, teaching mode, etc., which lays the foundation for subsequent research. In addition, combined with the current research status, this paper analyzes the past crosscultural knowledge system and proposes a new structural model. A large number of experiments have verified the application effect of the improved knowledge architecture model in crosscultural English teaching under the hierarchical correlation analysis. The new model can improve students' crosscultural awareness and crosscultural communication competence and improve the previous teaching system structure. There is a problem that both hierarchical teaching and overall planning cannot be taken into account. This paper studies the crosscultural issues in English teaching and conducts research from the following four aspects: first, it discusses the cultivation of crosscultural communicative competence of college students in English teaching and proposes some feasible solutions to the problem of neglecting the integration of crosscultural knowledge in English teaching. Sexual suggestions cultivate students' crosscultural awareness of English learning and improve the efficiency of English learning. The second is to point out that college school students should pay attention to the differences in cultural communication between China and foreign countries and develop the awareness and ability of crosscultural communication. The third is to explore ways to improve students' crosscultural communicative competence and cultivate all-round English talents for the country and society. The fourth is how to achieve crosscultural communication, so that people with different cultural backgrounds can communicate and learn smoothly. Based on the above problems, this paper adopts the method of case analysis to discuss the problem of imperfect cross-cultural knowledge system in English teaching in China, and the educational structure is incomplete. [ABSTRACT FROM AUTHOR]

Testing is a good teaching tool. The online testing system can realize automatic aggregation, scoring, statistics, and analysis of test questions, which saves a lot of time and money for the organizers and participants, and is an effective means to promote the modernization of education in China. The purpose of implementing English intelligence is to allow teachers and students to make better use of their strengths in the English learning process and to improve English teaching based on the results of quantitative analysis of intelligence, which will play a positive role in promoting quality language education in secondary schools, thus truly reducing the burden on teachers and students. The genetic algorithm is an intelligent algorithm based on natural selection and genetic variation in the world of bionic organisms. It has the remarkable advantages of simplicity and generality, robustness, parallel processing, efficiency, and practicality, and has been widely used in automation and other fields with good results. The method can effectively overcome the traditional problems of slow grouping speed, low success rate, and poor grouping quality. The system is scientific, reasonable, and practical and can meet the needs of users to the maximum extent. [ABSTRACT FROM AUTHOR]

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non‐native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed influences of captioning and repetition have never been investigated. Objectives: This paper addressed these research gaps in two separate studies. More specifically, this study attempted to examine the influences of captioning and repetition on non‐native students' immediate and relayed retention. Methods: In Study One, three captioning conditions; word‐by‐word captions, closed captions, and no‐captions; were compared to examine their efficacies in immediate and delayed content knowledge retention on 82 Chinese university students. To address the limitations in Study One as the multimedia lesson was short and played only once, Study Two incorporated captioning and two repetition types in its design. One hundred and eleven Chinese university students watch a video lesson in one of four captioning and repetition conditions. Results: The statistical analyses of Study One indicated that there were no significant differences in both immediate and delayed retention test scores across the three captioning condition. Similarly, in Study Two, there were no significant differences in retention tests scores across the four captioning and repetition conditions. Findings: Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention, which lent support to existing studies. Based on the research results, the limitations and future study possibilities are discussed. Lay Description: What Is Already Known About This TopicEmpirical studies on captioning have focused on immediate learning right after the treatment, so have studies on repetition.Empirical studies on multimedia lessons for non‐native students have focused on English language learning. What This Paper AddsThree types of captioning were compared to examine their efficacies in both immediate and delayed content retention of Chinese students.Two types of repetition were compared to examine their efficacies in both immediate and delayed content retention of Chinese students. Implications for Practice and/or Policy:Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention.The availability of textual keywords adjacent to their corresponding graphics might have compromised the efficacy of captioning. [ABSTRACT FROM AUTHOR]

The paper measures the impact of the developed approach to teaching the translation theory, using the psycholinguistic features of the English language. The factor analysis validation framework was used to control the data of this study. 190 s-year students from Xxx University majoring in translation studies were surveyed. The results of the post-assessment of groups B show an increase in scores according to three special criteria: the value of the language mental representation understanding level increased by 25.3%, language mechanisms processing by 30.8%, the indicator of linguistic resources by 44.6%. Additionally, students from mini-groups B received an average of general assessment criteria 7.2% higher than the control group. Correlation analysis suggests that as the mastery level of special skills in the English language theory increases, the effectiveness of the pedagogical process will also increase, considering psycholinguistic features of the English language. The research findings may be relied upon when building the expertise in new practices intended to develop effective teaching strategies enhancing the competencies of future translators. Application of the research findings can improve the effectiveness of teaching translation theory to students in the People's Republic of China. [ABSTRACT FROM AUTHOR]

As one of the common languages in the world, English is playing a more and more important role in trade exchanges, cultural exchanges, and other transnational cooperation. In order to better integrate into the world and communicate with the world, China began to vigorously expand English learning as early as the late 1980s. However, with the development trend of economic globalization and cultural diversity, the traditional English ability evaluation methods are not enough to comprehensively measure individual English ability. Therefore, based on this background, this paper introduces the clustering algorithm into English ability evaluation, improves the traditional clustering algorithm represented by K -means on the basis of predecessors, and captures the evaluation data through neural network algorithm combined with the background of modern big data framework. The results show that the fuzzy logic feature mapping clustering algorithm (FLFM) proposed in this paper performs better than the traditional evaluation algorithm, and the evaluation effectiveness and comprehensiveness are improved by about 10 pt. [ABSTRACT FROM AUTHOR]

Anemia is a global public health problem, especially common among children in developing countries, which affects their physical and mental health development. However, there is currently a lack of research on the relationship between anemia and academic performance. The objective of this study was to explore the association between anemia and academic performance, and the possible factors mediating this association among Chinese children. The data for this study came from the baseline survey of the Chinese Education Panel Survey Elementary School Cohort. The cohort was conducted from September 2018 to June 2019 in 160 elementary schools, covering 20 provinces and 40 counties/districts throughout China. Paper-based questionnaires were used, completed by 4th grade students, parents, head teachers, main teachers, and principals. The data used included questionnaire responses, physical measurements, and academic performance of 17,695 students. Based on students' hemoglobin levels and school altitude data, we grouped them into anemia and nonanemia categories using WHO criteria. The anemia group had 1,154 individuals, while the nonanemia group had 16,541 individuals. An ordinary least squares regression and mediation effect analysis were conducted. Our findings found the prevalence of anemia was 6.52% among Chinese Grade 4 students. Students without anemia had a higher average test score for three academic subjects than students with anemia (P < 0.001); their test scores for Chinese, Mathematics, and English were also higher (P < 0.05). Multivariate regression analysis showed a negative association between anemia and average test scores as well as individual test scores for the three subjects. Mediation analysis found that anemia affected academic performance directly (P < 0.05), and indirectly by decreasing the cognition score (P < 0.05). The indirect effect was 19.9% of the total effect. Findings highlighted anemia affected academic performance both directly and indirectly. Nutrition-related interventions should be implemented to prevent a decrease in academic performance among students with anemia. [ABSTRACT FROM AUTHOR]

This paper advances a legitimacy‐based view on what factors determine multinational corporation (MNC) employees' adoption of English at work. We posit that legitimacy judgment represents an alternative mechanism, other than language ability, for explaining MNC employees' response to headquarters' corporate language policy. The hypotheses were confirmed in two studies with mixed‐methods (experiments; semi‐structured interviews), involving MNC employees in China. Our findings verified that corporate language policy increases positive legitimacy judgment, which in turn enhances employees' adoption of English at work. Further analysis showed that language ability moderates the mediating effect of legitimacy judgment, such that this effect is stronger for employees with lower language ability. Semi‐structured interviews confirmed the experimental findings and brought more insight into why and how Chinese employees adopt English in daily work. This paper contributes to the research on corporate language policy, legitimacy judgment, and cross‐border management in Asia Pacific. [ABSTRACT FROM AUTHOR]

Although the ideology of monolingualism prevails in traditional English language classroom teaching, it is gradually failing to meet the current dynamic landscape of socio-linguistic and socio-cultural diversity. Translanguaging has created more spaces for students to use their varied linguistic and multimodal repertoires to express themselves and enhance learning in actual classroom practices. This paper aims to explore students' perceptions and practices of translanguaging at a university located in southeast China. Data were collected via semistructured interviews and reflective journals. The study employed qualitative content analysis to investigate the ways in which the establishment of a translanguaging space might facilitate students' access to linguistic and epistemic equity. The paper ends with suggestions and implications regarding the importance of raising students' awareness of translanguaging as a means to embrace all languages, meaning-making resources, and previous knowledge for equitable English language education. [ABSTRACT FROM AUTHOR]

The English language teaching (ELT) industry has been expanding in China, and at present there are private online ELT institutions which provide English lessons which focus mainly on communication skills. The official websites of these institutions not only provide information about the programmes offered but also communicate their English language teaching pedagogical beliefs and stances. This paper aims to examine the language use in these websites and to explore how it reflects language ideologies. The websites of nine Chinese online ELT institutions were selected. Textual data were collected from the front page and subfields of these websites and were subjected to a critical discourse analysis based on Fairclough's (1995) three-dimensional methodology. The findings suggest that there is a prevailing bias toward native-speakerism language ideology in the ELT industry. This emerged from the use of intentional vocabulary and word choice for their marketing campaigns. Repeated use of these words normalizes the authoritative image of teachers who are native English speakers. Additionally, these institutions also adopt multiple discursive strategies which intensify the stereotype of native speakerism to the public whilst seeming to discriminate against teachers who are not native speakers of English. The findings shed light on social inequity and biases in private online ELT institutions. [ABSTRACT FROM AUTHOR]

The China's Standards of English Language Ability (CSE) is developed to serve as a guide for English language teaching in China. Assessment for learning (AFL) serves as an alternative assessment approach that maximizes student learning. They are closely linked in the sense that both claim to serve the needs of teaching and learning. Just as AFL practices in China are generally lacking, so is CSE in need of more research for use in educational context. In this paper, I describe a two-semester intervention at a Chinese university where I attempt to use a CSE-based scoring rubric in combination with the major AFL activities to foster development of writing skills of students who learn English as a foreign language (EFL) in the college English class. After a review of the related literature, I describe the context in which I implemented the project that incorporated CSE rubric into major AFL activities, i.e. peer/self-assessment, and how I implement AFL guided pedagogical activities. Based on the evidence collected in the interim, a temporary conclusion is drawn that the students, as well as the teacher researcher, reap benefits from the intervention project. Finally, I give some suggestions for future exploration. [ABSTRACT FROM AUTHOR]

The study of cognitive processes in English teaching methods from the perspective of HPM (History and Pedagogy of Mathematics) provides valuable insights into how students learn and understand the English language. Cognitive research in language learning focuses on the mental processes involved in acquiring, processing, and using language skills. By incorporating the principles of HPM, which examines the historical development and pedagogical approaches in mathematics education, researchers can draw parallels and apply similar methodologies to English language instruction. This paper constructed Bloom's taxonomy Fuzzy Decision Support System (BTF-DSS). Bloom's taxonomy provides information about the teacher's understanding towards the teaching. Through BTF-DSS model offers teachers provides the knowledge and expertise for effective teaching with the fuzzy model. The BTF-DSS model uses the fuzzy logic decision support system for the appropriate significant teaching and learning experience. The simulation analysis of the BTF-DSS model expressed that the fuzzy model exhibits significant performance for the English teaching method in China through the HPM process. [ABSTRACT FROM AUTHOR]

Since the 1990s, the emphasis on intelligibility as a goal in pronunciation teaching rather than near-native or nativelike competence has been reinforced by the increasing use of English as a lingua franca. The insight of the intelligibility principle has greatly impressed researchers in China's English education, but has "very limited and weak" impacts on English pronunciation teaching and learning in China. English education in China has been systematically conducted from schools to universities under the direction of national syllabi and curriculum standards issued by the Ministry of Education. Using the documentary research method, this paper, the first try of its kind, takes a historical look at China's national syllabi and curriculum standards for schools issued after 1949, focusing on the conception of the nature and the role of pronunciation and pronunciation teaching, pronunciation goals, teacher's role, as well as requirements or suggestions about what to teach and how to teach. By tracing the process of developments in pronunciation teaching notions and principles that were and/or are officially advocated in China, the paper reveals two important facts. First, the English national syllabi and curriculum standards have encompassed both the nativeness principle and the intelligibility principle, though implicitly giving dominance to the former one, which in part accounts for the favor for the nativeness principle in formal English education, especially in schools, in China. Second, with the notion of English as a lingua franca adopted in the syllabi and curriculum standards, the intelligibility principle has been gaining more and more weight. Consequently, by elaborating that the two principles are by nature not incompatible, it is proposed that the current curriculum standards go further to take balanced attitudes towards the two principles so as to lead Chinese English teachers and students to set more realistic and instrumental-pragmatic pronunciation goals in line with varying English learning purposes. The findings and the proposal could be adopted by teachers and learners so as to change the school reality and may shed light on future relevant revisions of the current national English curriculum standards, teaching material development, teacher training, and pronunciation teaching methodology research. [ABSTRACT FROM AUTHOR]

In this paper, we review the empirical research on the value of auditing, audit independence, and audit fees published in Accounting Research and Auditing Research, the two premier accounting and auditing journals in China. We identify the main themes in the three areas and assess the consistency of the available empirical evidence on the topics we review. We also highlight the innovativeness of auditing studies published in Chinese language journals to English language readers of the global accounting academic community, before introducing the papers included in this Special Issue on Auditing in China. Finally, we identify gaps in the literature and suggest avenues to help promote further research in this area. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Language is a bridge between people, an indispensable component of information exchange and communication, and an essential part of social culture. As the most widely used language in the world, English occupies an essential position in the social language, generating value demands related to it, ranging from the needs of individuals for their development to the needs of social industries or fields for their development to the national language strategy. OBJECTIVES: The purpose of this paper is that due to the implementation of the "One Belt, One Road" policy, more and more cultures of the countries along the route are coming into China's vision, and at the same time, Chinese culture should also be promoted, and only through the correct use of language can we promote the Chinese civilization and other civilizations to seek common ground and put aside their differences, appreciate each other, and eliminate the clash of cultures in the process of mutual collision and fusion of different civilizations. METHODS: Based on the data mining ecosystem, this study examines the demand analysis of the value of English language services in today's environment, explores the explicit and implicit benefits regarding the value of English language services, and analyzes and explores the explicit and implicit economic benefits of language services and the economic, social, and cultural benefits they encompass at different levels. RESULTS: The research suggests that we need to focus on the value of multiform English language services, strengthen English language industry research and studies, and conduct a scientific English language economic program. CONCLUSION: Language services and language economy are two closely related concepts. Analyzing language services from multiple perspectives can reveal their explicit and implicit economic, social and cultural benefits. [ABSTRACT FROM AUTHOR]

English language translation teaching plays a crucial role in today's globalized world, particularly in countries like China, which has seen an increased emphasis on English language proficiency. However, effective teaching and assessment of students' translation abilities remain significant challenges for educators. To address the challenges of English language translation and teaching, this paper proposes a novel approach that integrates Internet of Things (IoT), Particle Swarm Optimization (PSO), and Neural Network algorithms to assist teachers in evaluating and assessing students' English translation abilities by enabling them to better fulfill their teaching responsibilities. This paper first describes the computational mechanism of Neural Network algorithm using PSO, which includes the particle coding approach. An application model is designed to assess students' capacity for learning using English translational instruction. The PSO algorithm gathers information on their learning progress, and fully utilize the analyzed results to develop learning strategies and create teaching materials for various learning types, which is helpful for the quick advancement of English translation teaching. Secondly, this paper develops a translational application model for English language as a practical framework. The proposed method utilizes the upgraded PSO-enabled Neural Network to process English language translation and teaching data by achieving network training in a global optimal state of PSO by reducing training errors. Thirdly, this paper evaluates the effectiveness of the model by comparing the average errors of the training and test samples with different numbers of particles such as 5, 10, and 20. Finally, the results demonstrate high accuracy in measuring students' translation abilities. Furthermore, the study collects and examines three data sets, specifically English-Foreign Language Translation Corpus (EFLT), English Language Learners' Corpus (ELLC), and English-Multilingual Parallel Corpus (EMPC), with a detection accuracy of 0.84, 0.97, and 0.65, respectively. [ABSTRACT FROM AUTHOR]

Readability is one of the important factors for students to consider when choosing a text to read. Based on a self-built corpus of Junior High School textbooks in China, this paper mainly investigates the differences in readability between reading texts in junior high school English textbooks. From vocabulary, sentence, and comprehensive indicators, this study makes quantitative statistics on the factors that affect the readability of English textbook texts to understand the readability of different textbook texts and to explore whether there are differences in the readability of eight textbooks. Finally, the results show significant differences in the readability of the eight editions of English readers. The average word length and new words rate are the highest in Popular Science Press, which reach 4.43 words and 8.40%, respectively. Among the average sentence length and the frequency of compound sentences, the Shandong Education Press has the highest, going 11.36 words and 11.03%, and confirmed that the Shandong Education Press has the highest difficulty. The textbook arranger can take the difficulty of the reading text into account once they have determined the readability of the text. They can then arrange or select a textbook appropriate for students, enabling them to comprehend and master the text more effectively. [ABSTRACT FROM AUTHOR]

At present, China's economic development continues to progress and foreign exchanges are also increasingly frequent. Learning to master the world's universal pronunciation, English, has become a more important link. However, people's living habits make it difficult to carry heavy desktop devices for a long time, so mobile English learning platform meets the development needs of people's English teaching. Based on the existing English mobile learning platform, this paper puts forward the concept of integrating artificial intelligence and deep learning technology into it. Through deep learning, the learning status and learning situation of students in the process of English learning are extracted, so as to analyze the needs and learning interests of each student in English learning and then push corresponding English materials to each student, which improves the efficiency of English learning. In addition, deep learning can also model the data of students' behaviors and build a language vector feature extraction mechanism and translation quality evaluation model, so as to carry out certain intelligent auxiliary correction and correction on students' English grammatical expressions and spoken English. The research in this paper has achieved good results through practice. The practice results show that the integration of deep learning into the existing mobile English teaching platform can optimize the functions of the existing platform, provide more ideas for the development of online English learning, and has good theoretical and practical value. [ABSTRACT FROM AUTHOR]

China proposed the Belt and Road Initiative to strengthen regional connectivity so as to embrace a brighter future together. Since the Initiative was put forward, it has brought many challenges to China's English education policy. By employing Latent Dirichlet Allocation (LDA) and Word2Vec, this study analyzes the evolution of topics and challenges in China's English education policy under the Belt and Road Initiative. The results indicate that after the initiative, the policy focus has changed. English education has shifted from testing abilities to cultivating students' intercultural communication skills in order to meet the needs with countries alongside the "Belt and Road". Moreover, teaching strategies that were examination-oriented have also changed to emphasizing teaching methods and feedback. The focus and teaching strategies have also undergone great changes. China's English education policy has shifted from focusing on improving students' writing skills, English proficiency, and creativity to conducting in-depth research and addressing specific issues, including challenges in linguistics, media influence, educational institutions and programs, online courses, attitudes and self-efficacy, use of multiple languages and globalization, teaching issues, and curriculum design. These findings shed light on how the Belt and Road Initiative changed China's English education policy and provide further directions for future research. [ABSTRACT FROM AUTHOR]

Enhancing student motivation to manage their learning process and attain selftransformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students' oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners' interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators' needs aiming to cultivate students' oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement. [ABSTRACT FROM AUTHOR]

With the development of the times, the exchanges between countries are increasing. China is becoming a superpower, and the number of international cities is increasing. This requires the communication level of Chinese people to be improved. English, as the second largest communication language in China, should be better understood and studied. This paper makes an in-depth discussion on the optimization and evaluation of oral English CAF based on artificial intelligence and corpus and makes an experimental analysis. The results are as follows: (1) introducing oral English teaching based on artificial intelligence and oral English based on a corpus, so as to deepen the public's cognition of both and make oral English more deeply rooted in people's hearts and get attention. (2) Analyzing the algorithms of phoneme errors in spoken English. Errors in spoken English are very common. Algorithms can be used to identify them better. When evaluating spoken English, algorithms are needed to evaluate them more accurately. (3) There are many examples of the benefits of artificial intelligence to oral English teaching. By comparison, it is found that the method of evaluating using artificial intelligence is more accurate, a corpus can improve oral English, and CAF optimization is also of great help to oral English. [ABSTRACT FROM AUTHOR]

Since China is not a native English-speaking country, Chinese English learners generally have poor English application ability. Therefore, this paper aims to study the combination of virtual reality and English learning to create an immersive English learning system, which provides new solutions for students' daily English to relieve from foreign language anxiety and improve their English application ability. This paper proposes that starting from the research needs, this research has developed a VR English learning system for scene-based teaching. This system can bring visual, auditory, and tactile multisensing experiences to daily English users' learning. The user is fully immersed in the virtual scene, and the feasibility of the system is increased by data demonstration through actual teaching experiments. The experimental results of this paper show that 90% of the learners are satisfied with the learning effect in the virtual simulation learning situation, and more than 80% of the learners believe that using the avatar learning method to learn English in the virtual simulation learning situation improves the ability of all aspects and the relationship between teachers and students. In addition, 85% of the learners believe that they can improve their interest in daily English learning in the virtual simulation learning situation. Therefore, the feasibility of the system is high. [ABSTRACT FROM AUTHOR]

The informatization of education is an important part of the industrialized informatization of our country and an inevitable path for the development of contemporary education. The development of informatization as well as industrialization is driving the changes of the times and the continuous innovation of people's way of thinking, living habits, and educational methods. The continuous innovation of computer technology and the widespread use and popularization of various classroom methods of English teaching have led to the continuous optimization and upgrading of English teaching at the higher education level in China. However, with the rapid spread of university education and the varying levels of English teaching in higher education institutions, there are a series of problems that need to be solved in the process of transformation of information technology teaching. Therefore, this paper examines the deep integration of the Rasch model and the English classroom from a practical context: language teaching development under information technology. Through an in-depth discussion of theories such as language teaching and information technology development, the development of language teaching in China's English classrooms is studied using the Rasch model analysis method. It is concluded that our teachers' English teaching methods are relatively backward, not sufficiently matched with the current needs of our students, and the teaching methods are relatively homogeneous. And based on the problems, it is proposed that firstly, educators should have objective information literacy and orientation criteria; secondly, high-quality and content-rich English training units should be developed to facilitate implementation; and finally, suggestions are made to promote the development of information materials in the context of teaching practice. [ABSTRACT FROM AUTHOR]

China released two new policies in 2021, the 'double reduction' and a Gaokao (National College Entrance Examination) regulation, which have significantly impacted English learning and Languages other than English (LOTEs) learning respectively. This has intensified the existing dispute over 'English fever' and made people question whether the 'winter' of English education in China has come. In this article, findings from a multiple-case study exploring teachers' and students' opinions on the value of English learning in Chinese higher education are discussed under the circumstances of such new policies. This study employs the Bourdieusian approach and involves English major, non-English major learners as well as their teachers in Yunnan and Shanghai, two socio-economically different areas, to see diversity. The participants reported a cooling down of the 'English fever' in the universities and the wider society, yet an increasing demand for a higher level of English proficiency in particular industries or disciplines. The findings also demonstrate the tension between the standardised national curriculum and regionally different language needs along with the influence of an incoherent national curricula for different educational stages regarding foreign language education. This paper concludes with suggestions to modify the curriculum and teaching practices for multilingual and English for Specific Purposes (ESP) education in China as well as other English as a Foreign Language contexts. [ABSTRACT FROM AUTHOR]

Most Chinese pre-arrival training programs are focused on English language training without preparing students with psychological readiness to overcome potential adversities. This paper explores the effectiveness of an innovative six-week pre-arrival training program that integrated English training with resilience training through the lens of social constructionism. The program involved a mix of English proficiency training using stories with an underlying resilience theme coupled with further reinforcement of resilience skills through interactive narratives, bibliotherapy and art therapy. Thirty Chinese students who were enrolled in a joint venture training program between China and the U.K. were randomly divided into an experimental group and a control group. The result of the pretest and posttest comparison after students participated in the training program showed a significant improvement in the experimental group's overall English skills and resilience, and a decrease in their anxiety, stress, and depression compared to the control group. [ABSTRACT FROM AUTHOR]

Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and six post-observation interviews. Drawing on Larzen-Ostermark's tripartite culture-teaching orientations and Rasouli and Moradkhani's culture-teaching taxonomy, the findings revealed that teachers with a humanities and social sciences background had a fluid and dynamic view regarding the understanding of culture, while teachers with a science, technology, engineering and mathematics background did not recognise the need to incorporate cultural instruction into their EMI classes. In analysing classroom data, five categories of cultural instruction were identified: contrast, authentic material, groupwork, codeswitching and guided discussion of culture. The five categories are mainly in line with the affective and action orientations in Larzen-Ostermark's three-orientation framework. The paper concludes by exploring the implications of the study's findings for EMI policymakers and EMI teacher training programmes. [ABSTRACT FROM AUTHOR]

This paper analyses China's foreign language education policies (FLEPs) from ancient China to the present, examining their origin, development, reform, present situation, and future direction. The analysis offers detailed insights into the background, content, and impact of crucial FLEPs in China at different times. The study highlights the role of English as a lingua franca in communication between China and the rest of the world and the consequent focus of China's FLEPs on English. However, with the advent of the Belt and Road Initiative (B&R), attention has gradually shifted towards foreign language education (FLE) in other languages. The main focal point of this study is on the reform and adjustment of China's FLEPs to meet the new situation, opportunities, and challenges along with the B&R's implementation, aiming at offering theoretical and practical references for improving FLEPs in China and the Belt and Road nations. [ABSTRACT FROM AUTHOR]

This paper reports on an exploratory comparability study between the Common European Framework of Reference for Languages (CEFR) and the China Standards of English (CSE). Established equivalences are exhibited via the LanguageCert Test of English of reading and language use for the CEFR and a comparable test of reading and language use produced by a top-tier China university. In the study, a large sample of test takers took part, first sitting the two comparable tests of reading and language use, and subsequently completing a number of self-assessment Can-Do statements related to the CEFR and the CSE. Validity of the dataset was established by linking both tests and sets of self-assessments to a single frame of reference using a third test whose robustness and values had been previously established. While there were some divergences between how the two frameworks aligned - more notably towards the lower ends of the scales - correspondences which emerged between the CEFR and CSE frameworks were broadly in accordance with those reported in other studies referenced in the current paper. The current study therefore sets the groundwork for determining the correspondence between LanguageCert Tests, aligned to the CEFR, and the CSE. [ABSTRACT FROM AUTHOR]

The Belt and Road Initiative (BRI) has attracted wide scholarly attention. However, discussions among social scientists on BRI have largely premised on the academic infrastructure in English language contexts. Academic research on BRI in China has often been only briefly mentioned as background information in English language publications. This disjuncture between scholarship on BRI inside and outside China reflects the multiple geographies of BRI. Thinking through BRI in English and Chinese scholarship, this paper considers how existing and future factors such as funding sources, language politics, political framing of the research and institutional surveillance may yield different intellectual spaces for understanding the knowledge production of BRI. [ABSTRACT FROM AUTHOR]

This paper describes the rationale for and design of a new multimodal corpus of L2 academic English from a Sino-British university in China: the Corpus of Chinese Academic Written and Spoken English (cawse). The unique context for this corpus provides language samples from Chinese students who use English as a second language (L2) in a preliminary-year programme, which prepares students for academic studies at university level, at a campus where English is used as the Medium of Instruction (emi). Data were collected from a variety of settings, including written (i.e., exam scripts and essays) and spoken assessments (i.e., interviews and presentations), covering the full range of grades awarded to those language samples, as well as from student group interactions during teaching and learning activities. The multimodal nature of the corpus is realised through the availability of selected audio/video recordings accompanied by the orthographically transcribed text. This open-access corpus is designed to help shed light on Chinese students' academic L2 English language use in a variety of written, spoken and multimodal discourses. [ABSTRACT FROM AUTHOR]

This paper examines the impact of English as a lingua franca on FDI by using the bilateral FDI data between China and 36 OECD countries. We find that English as a lingua franca significantly promotes FDI between China and OECD countries; the impact of English proficiency on outward FDI is greater than that on inward FDI in China; the improvement of English proficiency is more conducive to promoting China's FDI with non-English-speaking countries than with English-speaking countries. Our findings suggest that English can be an effective lingua franca to remove language barriers in FDI for developing countries, especially when the investing partners are high-income and non-English-speaking countries. [ABSTRACT FROM AUTHOR]

This research paper addresses the importance of investigating local students' perceptions on the effectiveness of English as a medium of communication in and out of the classroom. Interviews with semistructured questions of intrinsic and extrinsic nature through five-Likert scale were conducted in 140 undergraduate students who have been pursuing a bachelor's degree at Zhengzhou Normal University in China. Descriptive analysis and factor component analysis (FCA) used for obtaining the results. The intrinsic and extrinsic nature of findings demonstrate that English considerably impacts their academic progress and performance. Furthermore, the findings show that students are eager to accept, support, and encourage their friends to adapt English to generate new knowledge and information. The findings also imply that local English instructors should be paid well and have a strong social position as teaching faculty. The findings suggest that curriculum improvement, content adjustment, and frequent use of English in exploration approaches to instruction, with the ultimate objective of opening up new avenues of knowledge, may significantly improve English effectiveness in student performance and career development. [ABSTRACT FROM AUTHOR]

Making requests is one of the most commonplace pragmatic behaviors in daily interactions. This present paper attempts to specifically examine the use of second language (L2) request strategies by a single English major in China. By providing four different role-play scenarios in which relative power (+/-P) and social distance (+/-D) were deliberately designed as the contextual constraints, while low ranking of imposition (-R) was kept constant, this case study elicited and audio-recorded the participant's conversational data via WeChat. Drawing upon the coding scheme developed by Blum-Kulka and Olshtain (1984), the study showcased that the participant was inclined to chiefly employ conventionally indirect requests and more external modification devices than internal ones in all the role-plays. In addition, the participant's inappropriate adoption of direct requests in the first and third role-plays and written responses to the followup survey questions suggested that he was not conscious of the contextual variables at all when performing requests. In conclusion, some pedagogical recommendations are proposed to enhance L2 learners' pragmatic competence by integrating pragmatic instruction into English language classes. [ABSTRACT FROM AUTHOR]

This study examines the ability to identify different Chinese dialects through the English language and evaluates how often respondents pay attention to phonological features and rate of speech to explain their categorizations. The research includes 100 Chinese undergraduate students and 100 young people without advanced degrees aged 20 to 25. Discrete independent data samples collected during the interview of participants are analyzed with the help of such statistical methods as Student's t-test, Mann-Whitney U-test, and Wilcoxon's test. The obtained results indirectly show the ability of respondents to identify native and non-native English speakers around the world, as well as determine their nationality. The outcomes of the paper explicate who, in general, categorize Chinese dialects better and which dialects are the most recognizable. Research data reveal a high degree of stereotypization of various dialects, especially the Beijing and U dialects. Moreover, based on the data obtained, it can be concluded that speaking rate significantly affects the perception and classification of a speaker from a particular province of China. [ABSTRACT FROM AUTHOR]