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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.

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]

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.

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 [...]

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.