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An increasing number of studies have examined teachers' beliefs and practices regarding written corrective feedback (WCF) in recent years. However, the sample size in these previous studies tends to be small. Through questionnaires and teacher interviews, the present study explored the WCF beliefs and practices of 2,012 EFL teachers in Beijing, China. It found that the majority of teachers regarded error correction as a responsibility shared by both teachers and students, and they preferred selective WCF and integrative use of direct and indirect WCF methods. Also, they tended to have confidence in the effectiveness of their WCF. As for their practices, they would mostly underline the errors and point out the types or underline all errors with types indicated. In addition, most teachers would give feedback directly, and the number of teachers for and against delivering feedback on recurring errors seemed to be even. This study indicates the necessity of offering in-service EFL teachers training on WCF.

It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students' essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students' difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.

It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students' essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students' difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.

Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university--district--school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. The community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs and overcoming contradictions in similar joint activities.

Background: Although the prognosis of Philadelphia‐positive acute lymphoblastic leukemia (Ph+ ALL) has improved with the introduction of tyrosine kinase inhibitors (TKIs) and stem cell transplantation, prevention of relapse after transplantation remains a concern. The aim of this study was to compare the impact of TKI prophylaxis with imatinib and dasatinib on long‐term outcomes after transplantation. Methods: Patients with Ph+ ALL who underwent allogeneic hematopoietic stem cell transplantation (allo‐HSCT) at first complete remission (CR1) and received TKI prophylaxis after allo‐HSCT were included in this retrospective analysis. Two cohorts were established based on the choice of TKI prophylaxis: the imatinib (Ima) and dasatinib (Das) cohorts. The survival and safety outcomes of these cohorts were compared. Results: Ninety‐one patients in the Ima cohort and 50 in the Das cohort were included. After a median follow‐up of 50.6 months, the 5‐year cumulative incidence of relapse, nonrelapse mortality rate, and overall survival in the Ima and Das cohorts were 16.1% and 12.5%, 5.2% and 9.8%, and 86.5% and 77.6%, respectively, with no statistical differences. The cumulative incidence of mild chronic graft‐versus‐host disease was higher in the Das cohort. The most common adverse event was neutropenia (64.7% vs. 69.5%). The Das cohort had a higher incidence of gastrointestinal bleeding (25.5% vs. 2.3%) and gastrointestinal reaction (48.9% vs. 31.4%) than the Ima cohort. The proportion of patients treated on schedule was significantly lower in the Das cohort than in the Ima cohort, and drug intolerance was the main reason for protocol violation. Conclusions: For patients with Ph+ ALL undergoing allo‐HSCT in CR1, imatinib prophylaxis achieved long‐term outcomes similar to those of dasatinib. The results of this study show patients with Philadelphia‐positive acute lymphoblastic leukemia undergoing allogeneic hematopoietic stem cell transplantation (HSCT) at first complete remission receiving imatinib or dasatinib prophylaxis had long‐term survival. The tolerance of imatinib after HSCT seemed better than dasatinib. [ABSTRACT FROM AUTHOR]

De novo anti‐HLA donor‐specific antibodies (DSAs) were rarely reported in stem cell transplantation patients. We present a case of 39‐year‐old acute myelogenous leukaemia patient who developed de novo DSAs only 16 days after transplantation with the highest mean fluorescence intensity (MFI) of 7406.23, which were associated with poor graft function (PGF). We used plasma exchange (PE) and intravenous immunoglobulin (IVIg) to reduce DSA level. A series of treatment including mesenchymal stem cells and donor cell transfusion were used to help recover graft function. On day 130, the patient achieved a successful engraftment. [ABSTRACT FROM AUTHOR]

Objective To evaluate the efficacy and safety of prophylactic modified donor lymphocyte infusion (DLI) early after allogeneic hematopoietic stem cell transplantation (allo-HSCT) to prevent the relapse of patients with high-risk acute leukemia. Methods We retrospectively analyzed the clinical data of 62 patients with high-risk acute leukemia, who underwent allo-HSCT and received prophylactic modified DLI in our center between January 1, 2013 and June 30, 2017. All the patients received infusion of recombinant human colony-stimulating factor-primed peripheral blood progenitor cells and short-term immunosuppressant therapy with low-dose closporine A in complete remission (CR) to prevent graft versus host disease (GVHD). Results At a median time of 105.5 (59~355) days after the transplantation, the 62 patients received prophylactic modified DLI of a median of 3.95 (0.4~7.6)×107/kg CD3+ cells. The patients were followed up for 3.4~64.7 months (median 33.2 months), during which 41 patients were alive with CR, 17 had relapses, and 21 died. The 3-year probability of overall survival (OS) and leukemia-free survival (LFS) was 69.6% and 63.6% and the 3-year cumulative incidences of relapse and non-relapse mortality (NRM) were 29.7% and 6.7% in these patients, respectively. The incidences of grades Ⅱ~Ⅳ and Ⅲ~Ⅳ acute GVHD at 100 d after DLI were 22.6% and 11.3%, respectively, and the 3-year cumulative incidence of moderate and severe chronic GVHD was 32.9%; the 3-year cumulative GVHD-free and relapse-free survival (GRFS) was 31.7% in these patients. Conclusion In patients with high-risk acute leukemia, prophylactic modified DLI early after allo-HSCT is effective for preventing relapse without increasing the incidences of GVHD morbidity or NRM.

Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university-district-school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. The community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs and overcoming contradictions in similar joint activities. Keywords contradictions, professional development, English teacher education, professional learning communities, activity theory, Introduction Over the past three decades, the conceptualizations of teacher education have shifted from a positivistic paradigm to an interpretive and situated paradigm, in line with the epistemological changes in [...]

Objectives This study aimed to characterize the clinical characteristics, outcomes, and risk factors for coronavirus disease 2019 (COVID-19) in 492 patients who underwent allogeneic hematopoietic stem cell transplantation (allo-HSCT) during the Omicron wave. Methods Data were retrospectively collected from patient charts and the electronic medical record systems at the First Affiliated Hospital of Zhejiang University School of Medicine between December 2022 and January 2023. Results The median follow-up period of the entire cohort was 62 days. Myeloid malignancies (58.5%) and acute lymphocytic leukemia (30.5%) constituted the most common underlying disease. Among the 492 patients, 415, 67, and 10 exhibited mild, moderate, and severe COVID-19, respectively. The incidence of moderate-to-severe COVID-19 was 15.7%. The 60-day overall survival and complete resolution rates were 98.1% and 80.6%, respectively. The risk factors for moderate-to-severe COVID-19 included corticosteroid use within 3 months before diagnosis, <6 months interval between allo-HSCT and COVID-19 diagnosis, and antithymocyte globulin use for graft-versus-host disease prophylaxis. Conclusions During the Omicron wave, patients with allo-HSCT demonstrated a low COVID-19–related mortality rate and high moderate-to-severe and prolonged disease incidence. Prevention in the early posttransplantation period is critical for allo-HSCT recipients receiving corticosteroids. [ABSTRACT FROM AUTHOR]

The improvement of digital infrastructure is a key support for enhancing the industrial chain resilience and ensuring its normal operation under various unconventional disturbance risks. This paper uses panel regression model, quantile regression model, panel threshold model, and Spatial Durbin Model to explore the internal mechanism and spatial impact effect of digital infrastructure construction on China's manufacturing industry chain resilience. Research found that digital infrastructure does have a positive impact on industrial chain resilience. The estimation results of heterogeneity indicate that compared with underdevelopment or regions with tight finance, the positive promotion effect of digital infrastructure on the manufacturing industry chain in regions with developed economies and abundant regional finance is smaller. In regions with relatively abundant human capital, it is easier to promote the positive effect of digital infrastructure on industrial chain resilience. This paper not only enriches the quantitative research on industrial chain resilience, but also expands the research boundaries of industrial chain resilience. And it provides policy inspiration for promoting digital infrastructure and industrial chain resilience development in a coordinated manner. [ABSTRACT FROM AUTHOR]

This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky's and Engeström's notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme "teaching assessment literacy" with mentors and fellow teachers mediated by the program. Multiple sources of data were collected over a span of two years, including six rounds of oral defense and research reporting activities, classroom observations, interviews, journals, and research reports. The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development, and also initiated an expansive learning opportunity for her research participants, triggering collective concept development. While the program played a significant role in providing multi-module facilitating activities, academic-practice joint mentoring and collective scaffolding, more subtle guidance is suggested for the tension-laden process. [ABSTRACT FROM AUTHOR]

Objective: This study investigated the cellular composition of peripheral blood grafts for anti‐thymocyte globulin (ATG)‐based myeloablative haploidentical haematopoietic stem cell transplantation (haplo‐HSCT). Methods: Clinical characteristics were retrospectively evaluated in a training cohort with ATG‐based myeloablative haplo‐HSCT between January 2016 and February 2020 and confirmed in a validation cohort between March 2020 and June 2021. Results: A higher dose of graft CD8+ T cells (≥ 0.85 × 108 kg−1) was significantly improved overall survival (OS; hazard ratio [HR], 1.750; P = 0.002) and disease‐free survival (DFS; HR, 1.751; P < 0.001) in the training cohort, according to multivariate Cox regression analysis. Higher doses of mononuclear cells (MNCs) demonstrated better OS (HR, 1.517; P = 0.038) and DFS (HR, 1.532; P = 0.027). Older patient age (> 46 years), older donor age (≥ 50 years) and a higher refined disease risk index (rDRI) were also related to OS. A graft CD8+ T‐cell risk system based on graft CD8+ T‐cell dose, donor age and rDRI was constructed using a nomogram model after LASSO Cox regression analysis. It showed acceptable discrimination, with a C‐index of 0.62 and 0.63, respectively. Graft CD8+ T‐cell dose was negatively correlated with donor age (P < 0.001) and positively correlated with a higher lymphocyte percentage in the peripheral blood before mobilisation (P < 0.001). Conclusion: A higher CD8+ T‐cell dose in peripheral blood‐derived grafts improves patients' survival with ATG‐based myeloablative haplo‐HSCT. Younger donors with higher lymphocyte percentages improved patients' survival with an intermediate rDRI risk. [ABSTRACT FROM AUTHOR]

Objective: We previously reported an increased expression of microRNA‐155 (miR‐155) in the blood monocytes of patients with rheumatoid arthritis (RA) that could be responsible for impaired monocyte polarization to anti‐inflammatory M2‐like macrophages. In this study, we employed two preclinical models of RA, collagen‐induced arthritis and K/BxN serum transfer arthritis, to examine the therapeutic potential of antagomiR‐155‐5p entrapped within PEGylated (polyethylene glycol [PEG]) liposomes in resolution of arthritis and repolarization of monocytes towards the anti‐inflammatory M2 phenotype. Methods: AntagomiR‐155‐5p or antagomiR‐control were encapsulated in PEG liposomes of 100 nm in size and −10 mV in zeta potential with high antagomiR loading efficiency (above 80%). Mice were injected intravenously with 1.5 nmol/100 μL PEG liposomes containing antagomiR‐155‐5p or control after the induction of arthritis. Results: We demonstrated the biodistribution of fluorescently tagged PEG liposomes to inflamed joints one hour after the injection of fluorescently tagged PEG liposomes, as well as the liver's subsequent accumulation after 48 hours, indicative of hepatic clearance, in mice with arthritis. The injection of PEG liposomes containing antagomiR‐155‐5p decreased arthritis score and paw swelling compared with PEG liposomes containing antagomiR‐control or the systemic delivery of free antagomiR‐155‐5p. Moreover, treatment with PEG liposomes containing antagomiR‐155‐5p led to the restoration of bone marrow monocyte defects in anti‐inflammatory macrophage differentiation without any significant functional change in other immune cells, including splenic B and T cells. Conclusion: The injection of antagomiR‐155‐5p encapsulated in PEG liposomes allows the delivery of small RNA to monocytes and macrophages and reduces joint inflammation in murine models of RA, providing a promising strategy in human disease. [ABSTRACT FROM AUTHOR]

In order to achieve intelligent real-time target detection in high-speed scenes, a high-speed camera platform is designed based on FPGA of ZYNQ7000 and target detection algorithm is implemented on it. As a result, one prototype of integrated high frame rate real-time target detection system was created. This system connects the high-speed CMOS signal to the FPGA directly, doing data processing and implementing target detection algorithm through native FPGA, and outputs real-time target position sequence eventually. This system performed pipeline operation of background differencing, binarization, and centroid detection on high-speed video stream images by using a pipeline structure of FPGA design. Due to this operation, the system achieved the synchronization of image acquisition and target detection. The experimental results show that this system can achieve real-time target detection and output target position greater than 1 100 f/s at 560×480 resolution, meanwhile, the detection accuracy can be up to 3 pixels.

Summary: Donor‐specific anti‐HLA antibodies (DSA) are a major cause of engraftment failure in patients receiving haploidentical haematopoietic stem cell transplantation (Haplo‐HSCT). Double filtration plasmapheresis (DFPP) avoids the unnecessary loss of plasma proteins and increases the efficiency of purification. To investigate the effectiveness of the desensitization protocol including DFPP and rituximab, we conducted a nested case–control study. Thirty‐three patients who had positive DSA were desensitized by the protocol and 99 patients with negative DSA were randomly matched as control. The median DSA mean fluorescence intensity values before and after DFPP treatment were 7505.88 ± 4424.38 versus 2013.29 ± 4067.22 (p < 0.001). All patients in DSA group achieved haematopoietic reconstitution and the median neutrophils and platelets engraftment times were 13 (10–21) and 13 (10–29) days respectively. Although the cumulative incidence of II–IV aGVHD (41.4% vs. 28.1%) and 3‐year moderate to severe cGVHD (16.8% vs. 7.2%) were higher in DSA cohort than in the control, no statistical significance was observed. The 3‐year non‐relapse mortality and the overall survival were 6.39% and 72.0%, respectively, in the DSA cohort, which were comparable to the negative control. In conclusion, DFPP and rituximab could be effectively used for desensitization and overcome the negative effects of DSA in Haplo‐HSCT. [ABSTRACT FROM AUTHOR]

The present study examined the effects of languaging by asking four pairs of Chinese university English as a foreign language (EFL) students to rewrite a story from a different perspective through three stages (composing--comparing- revising). Multiple sources of data were collected, including pair discussions, co-constructed writings, individual revised texts, and interviews. Data analysis found that languaging, as an important meditational tool, helped the participants to co-construct meaning and solve problems (e.g. comprehending the original text, structuring their ideas, finding proper expressions) in the process of writing. Languaging was also observed to have immediate, delayed, and ongoing effects on joint writing and individual revision. This study suggests that an opportunity to engage in languaging with the support of source readings and models can facilitate the generation of students' ideas and expressions necessary for writing and allow them to reflect on their language knowledge in the process of writing and revising, resulting in the improvement of their L2 writing performance.

Summary: Most events that limit life expectancy after allogeneic haematopoietic stem cell transplantation (allo‐HSCT) occur within the first 2 years; however, treatment outcomes in long‐term survivors who survive for at least 2 years post‐HSCT without relapse are yet to be elucidated. To explore the life expectancy trends and late complications and to assess the main mortality‐related factors, we investigated the characteristics of patients who received allo‐HSCT for haematological malignancies from 2007 to 2019 in our centre and survived in remission for 2 years. A cohort of 831 patients was enrolled; of these, 508 received grafts from haploidentical‐related donors (61.1%). The estimated overall survival rate at 10 years was 91.9% (95% confidence interval [CI], 89.8–93.5), which was affected by prior grade III–IV acute graft‐versus‐host disease (GVHD) (hazard ratio [HR], 2.98; 95% CI, 1.47–6.03; p = 0.002) and severe chronic GVHD (HR, 3.60; 95% CI, 1.93–6.71; p < 0.001). The probability of late relapse and non‐relapse mortality at 10 years was 8.7% (95% CI, 6.9–10.8) and 3.6% (95% CI, 2.5–5.1) respectively. The top cause of late mortality was relapsed (49.0%). Projected long‐term survival in 2‐year disease‐free survivors following allo‐HSCT was excellent. Strategies should be implemented to minimise the late death‐specific hazards in recipients. [ABSTRACT FROM AUTHOR]

The rapid development of China's economy has also led to serious environmental problems, which have seriously restricted China's sustainable development. To this end, the Chinese government has continued to explore environmental governance. So, can environmental governance policies promote industrial green transformation, so as to achieve the goal of sustainable development? Will environmental policy competition among local governments have an impact on them? These issues are the focus of this article. Based on the provincial panel data of China from 2006 to 2021, this article empirically analyzes the relationship between environmental governance, local government competition, and industrial green transformation. The results found that there was a "U" type nonlinear relationship between environmental governance and industrial green transformation. On the whole, most regions of China are still in the development stage where environmental governance is not conducive to industrial green transformation. There is competition for environmental governance policies among local governments in China, and the characteristics of "race to the bottom" are more significant. In the East developed areas, there is a more significant "yardstick competition" game state. In the Midwest undeveloped areas, it is manifested as competition for resources by deregulation of the environment, thereby promoting short‐term economic growth. In addition, local protection behaviors negatively regulate the impact of environmental governance on industrial green transformation, that is, inhibiting local industrial green transformation by causing labor market mismatch. This study can provide valuable insights for policymakers aiming to adopt measures to achieve the sustainable development of the economy and environment. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of reformulation and model text in a three-stage writing task (composing-comparison-revising) in an EFL writing class in a Beijing university. The study documented 10 university students' writing performance from the composing (Stage 1) and comparing (Stage 2, where students compare their own text to a reformulated version of it and a model text) to the improvement of the written product in the posttest (Stage 3). The findings suggest that the students made more effort in finding the proper language to express their ideas at Stage 1 and were able to notice most differences between their original text and the reformulated one at Stage 2. The students also showed their appreciation of having access to a native model text for a broad range of language input. Unlike most previous studies that examined the role of reformulations, pair discussions, or model texts independently, the present study integrated pair discussions, reformulations and a model text at the comparison stage, which allowed the participants to notice their improper language uses, be exposed to richer language input, and appropriate the noticed native-like language use, resulting in better performance in their revised writings at the posttest. (Contains 9 tables.)

This study investigated the negotiations and challenges experienced by five Chinese ESL (English as a second language) students of Commerce through their engagement in an academic presentation in a regular content course at a Canadian university. Multiple sources of data were collected, including interviews, class observations, group discussions, emails, field notes, assignment drafts, and course materials. Data analysis showed that, in their preparatory activities outside the classroom, students employed peer--peer dialogues (group discussions and email exchanges) to clarify the task requirements, generate ideas, seek peer comments, and coach rehearsals. However, the academic presentation--especially open discussion part--was a great challenge to them, related to their underdeveloped English conversation ability, their unfamiliarity with participatory communication modes in the Canadian classroom, and their limited experience with group work. To compensate for their limited sense of conversational abilities, they chose to present a thorough case analysis rather than engage the class in discussion through their presentation as expected by the instructor. The students eventually understood the norms of academic presentation in this content course through their observation of the instructor's reaction to their presentation in class and subsequent presentations of their classmates, and they realized that they should approach assignments according to the requirements. Implications drawn from these findings are discussed. (Contains 2 tables.)

Explored the summary writing processes of six-first-year Master of Business Administration students in a North American university. Participants (three Chinese and three native English speaking) completed a course-related summary task while thinking aloud. Analyses of think-aloud protocols, retrospective interviews, and written drafts reveal similarities and differences in the writing processes of the participants. (Author/VWL)

Informed by translingual practice [Canagarajah, S. 2013a. Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge] and poststructuralist conceptualisation of identity [Norton, B. 2000. “Identity and Language Learning: Gender, Ethnicity and Educational Change.” TESOL Quarterly 35 (3): 504–505], this qualitative case study explored the process of translingual identity construction and negotiation among a group of Chinese students in a joint education programme between China and the United States. Data were collected through semi-structured interviews and observations. Data analysis found that these Chinese students initially perceived themselves as deficient ESL speakers resulting from a lack of competence in English, but were able to transform this dilemma with the development of powerful national identities throughout their China-US transnational experiences. In order to claim ownership of English and membership in the host community, besides using standard norms of English to handle academic and social life communication, students developed translingual dispositions as well as translingual practices to supplement their communicative competence with expanded semiotic repertoire. The study extends previous discussions on identity by examining through an analytical lens as translingualism to explore students’ identity construction and negotiation in transnational education spaces and provides implications for translingual-oriented language policy and ideologies in intercultural contexts to enhance outcomes of teaching practices and students’ learning. [ABSTRACT FROM AUTHOR]

Donor lymphocyte infusion (DLI) is a key strategy for the treatment of AML relapse after allogeneic hematopoietic cell transplantation (allo-HCT) and has been used for either prophylactic, pre-emptive, or therapeutic purposes. However, the prognosis of these patients remains dismal even after DLI infusion (2-year overall survival, ~25%), and the efficacy is achieved at the cost of toxicities such as graft-versus-host (GVH) disease. Attempts to optimize DLI efficacy and safety, such as dose/timing modification and the use of cytoreduction, before DLI have been performed previously. Recently, a great number of novel targeted and immunomodulatory agents have emerged. Some of them, such as hypomethylating agents, FLT3 and Bcl-2 inhibitors, have been used in combination with DLI, aiming to enhance the graft-versus-leukemia effect. Moreover, manipulation of the DLI graft through cell selection (e. g., donor NK cells) or cell engineering (donor CAR-T cells) has shown potentially superior anti-tumor effects but less GVH effect than conventional DLI in clinical trials. This review summarizes the recent advances on the use of DLI for the prophylaxis/treatment of AML relapse and discusses future strategies which may further improve the treatment efficacy. [ABSTRACT FROM AUTHOR]

Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables. [ABSTRACT FROM AUTHOR]