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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)