The rise of large language models has profoundly reshaped translation production practices, presenting a significant challenge to traditional translation training systems. This paper, oriented towards the objectives of knowledge, skills, and critical thinking, proposes a pedagogical framework driven by large language models for human-machine collaborative translation. The framework comprises a four-stage teaching pathway of translation diagnosis, prompt design, multi-round interaction and project practice, and adopts a comprehensive evaluation method, aiming to promote the intelligent transformation of translation education and cultivate innovative translators in the AI era.

As an essential higher-order capacity for foreign language learners, meta discourse awareness provides vital support for fostering high-quality foreign language professionals. Drawing on the findings from the research on English-Chinese discourse contrastive analysis, this paper proposes a content framework and its implementation strategy for cultivating meta discourse awareness. The framework operates at the micro, meso and macro levels, and comprises five key factors, namely structural awareness, semantic awareness, genre awareness, critical awareness and intercultural awareness. To implement the framework, the metacognition driven input-output strategy is adopted. With metacognition in the central organizing position, the strategy emphasizes clear goal orientation and self-regulatory ability development through discourse input and output. Its core lies in the bidirectional adjustment by teachers and learners via continuous reflection and feedback, thereby facilitating the effective transfer from English-Chinese discourse knowledge to intercultural discourse processing competence.

Intelligent chatbots are emerging technological tools for second language acquisition, though their effects on language acquisition remain controversial. Using meta-analysis, this study examines the overall and moderating effects of 35 experimental and quasi-experimental studies on application of intelligent chatbots to second language acquisition in the past decade. The results show that: (1) the overall average effect value is 0.677, exhibiting a large effect on language learning; (2) the moderating variables such as learning stages, teaching cycles, intelligent chatbot features (including interfaces and interaction modes), and second language skills produce significant effects on language learning, while learning situations have no moderating effect. The study provides implications for applying intelligent chatbots to second language teaching.

This study adopted a systematic review approach and analyzed the research methods employed in empirical studies in the field of applied linguistics from the perspective of complex dynamic systems theory (CDST). It summarized and discussed the research designs, participants, timescales and data collection methods, as well as data analysis methods. The analysis showed that the domestic and foreign CDST studies were featured with trends toward interdisciplinarity, paradigm integration and methodological innovation, though they differed in participant selection and design implementation.Domestic studies were primarily based on small-scale quantitative designs, focusing mainly on second language development at the tertiary level, with relatively limited data collection and analytical methods; in contrast, international studies involved larger sample sizes, covered learners at different educational stages, and used more diverse methods of data collection and analysis. It is suggested that future research should enrich theoretical perspectives, adopt integrated designs, and employ interdisciplinary methods to further reveal the dynamics and complexities of complex systems.

Machine translation literacy has emerged as a frontier topic in translation studies in the human-machine collaboration era, but assessment tools for machine translation literacy remain underdeveloped. This study attempts to construct a machine translation literacy scale consisting of 5 dimensions and 18 indicators, and examines its reliability and validity. The dimensions include human-machine translating knowledge, human-machine translating strategies, pre-editing techniques, post-editing techniques and human-machine relationship understanding. The statistical results indicate that the scale demonstrates good convergent validity, discriminant validity, and internal consistency reliability. The machine translation literacy scale may provide reference for quantitative assessment in translation education and practice.

This one year longitudinal study involves two cohorts of undergraduates at a Chinese university: 2 673 students from the 2022 cohort and 2 272 students from the 2023 cohort. It uses a self-developed GenAI-powered personalized adaptive learning system ZJU E-Lang, and examines its role in improving EFL listening and reading abilities from the perspectives of learning outcomes and students' perceived effectiveness. The findings indicate that the GenAI-powered system significantly enhanced students' English listening and reading abilities. However, a clear novelty effect was observed, with substantial progress during the first half of the year followed by a slowdown in the second half. Students' perceptions of the GenAI-powered system varied by discipline, but disciplinary backgrounds did not interact with GenAI-facilitated learning effects. The positive effects of the GenAI-powered system in supporting language learning provide enlightenment for the deep integration of human intelligence and artificial intelligence in foreign language teaching.

Speech perception is a cognitive process that integrates visual and auditory modalities. Observers process prominent information through visual (e.g. facial expressions) and auditory (e.g. prominence) cues. Based on the McGurk effect theory, this study investigates Chinese EFL learners' audiovisual perception of English and Chinese prominence by measuring reaction time and accuracy. The results reveal that the congruent audiovisual cues have the strongest effect on prominence perception. It is easier for EFL learners to judge Chinese prominence than English prominence, showing native language advantage. Under audiovisually congruent conditions, EFL learners' audiovisual perception patterns of English prominence closely approximate those of native speakers. It is faster and easier to detect prominent words in the non-final positions of a sentence than those in the final position. The study provides foundational data for human-computer interaction research, offering practical application value in fields such as intelligent education and medical rehabilitation.

Fostering moral ethics through education and developing students' disciplinary and cross-disciplinary competencies is a key agenda for cultivating talents for the “Four New Disciplinary Initiatives” and a core component of curriculum reform. This paper focuses on the development of AI-enhanced College English courses. Taking a national excellent course as an example, it introduces an AI-enhanced College English course integrating AI technology with the course content. Through functions such as the construction of multi-dimensional knowledge and competency graphs, human-computer collaborative teaching and learning, full-cycle support from virtual teaching assistants and virtual teachers, and intelligent data feedback, the course promotes the cultivation of College English language and interdisciplinary competencies geared towards the “Four New Disciplinary Initiatives”, thereby realizing the transition from knowledge acquisition to intelligence growth in College English teaching.

This paper systematically reviews the empirical literature on language teacher identity from the CSSCI and SSCI databases (2014-2024), and provides a comprehensive analysis of the research methods employed, with particular emphasis on the techniques for enhancing the quality of qualitative research and the ways in which the quality is reported. The main findings are as follows: (1) both Chinese and English-language literature feature qualitative research, with a wide use of interviews, observations and written materials to gather data, but Chinese literature also presents a more diverse range of research paths, including quantitative and mixed-methods research. (2) Case studies dominate qualitative research in both Chinese and English literature, with a rising trend of narrative research focusing on exploring language teacher identity from open and exploratory perspectives. (3) Qualitative research in both Chinese and English literature employs various quality-enhancing methods, such as triangulation and member check to enhance research credibility, while the use of quality terminologies is insufficient and inconsistent, and English literature shows the tendency to develop quality assessment standards applicable to qualitative research. The paper reveals the similarities and differences between Chinese and English empirical research on language teacher identity in terms of research methods, quality strategies, and terminological reporting, providing reference and enlightenment for advancing methodological awareness and standardization in teacher identity research.

The development of China's higher foreign language education has always been closely aligned with national strategies. This paper begins with a concise review of the evolution of higher foreign language education since the reform and opening-up, revealing the historical logic behind its service to national strategies. On this basis, it argues that the new connotation of higher foreign language education has shifted toward playing a foundational and strategic supporting role in pursuing the cause of building China into a leading country in education. Against the backdrop of national rejuvenation and digital-intelligent technological transformation, the paper proposes for higher foreign language education a trinity of development coordinates, grounded in “Chinese perspective, mutual learning among civilizations, and AI integration”. Through systematic self-innovation and accelerated transformation, higher foreign language education should commit to cultivating new-type foreign language professionals capable of meeting the critical national needs, and proactively respond to the requirements of the times within the broader context of “advancing the rejuvenation of the Chinese nation on all fronts through a Chinese path to modernization”.

This paper proposes a new model of translation revision competence by integrating key elements of translation competence and translation revision competence. The specific components of the model include cognitive competence, strategic competence, assessment competence, the spirit of truth-seeking, the spirit of utility-attaining, common elements of translation competence and unique elements of translation revision competence. It incorporates the translator's self-revision, which is often excluded by Western scholars, and can explain various types of translation revision, such as monolingual revision and literary translation revision. Its distinctive feature lies in the openness of components, so that each type of translation revision can activate corresponding sub-competences. The model has both theoretical and practical value, offering insights for understanding relevant theoretical translation concepts and cultivating translation talents.

By reviewing the developmental trajectory of applied linguistics in international contexts and grounding the analysis in China's research and practice, this paper identifies five modules in a Chinese knowledge framework of applied linguistics, namely foreign language learning, foreign language teaching, foreign language testing and assessment, foreign language teacher development, and foreign language digital intelligence technology. It explains the logical relationships, definitions, and connotations of these modules, draws the distinctions between the Chinese knowledge frameworks of applied linguistics and foreign language education, and proposes two major construction strategies, i.e. “exemplar-driven scaling” (piloting successful modules and progressively extending them to broader contexts) and “selective development of defining concepts” (strategically prioritizing the formulation of concepts that define the framework's Chinese distinctiveness), aiming to systematically advance the development of Chinese knowledge frameworks of disciplines.

Formative assessment in foreign language teaching is faced with major problems including ambiguous definitions, insufficient evidence, and lack of systemic integration, along with practical dilemmas such as high costs, delayed feedback, and one-dimensional metrics. This paper reviews the theoretical and policy evolution of formative assessment, elaborates on research progress, advantages and challenges of AI-empowered formative assessment, and presents typical applications to writing evaluation, oral assessment, and learning diagnosis. AI-empowered formative assessment enables multi-dimensional real-time capture of learning processes, construction of learner competency profiles, and prediction of developmental trajectories, thereby promoting precision-oriented foreign language teaching.

Grounded in the language education planning theory, this paper constructs a planning framework consisting of five dimensionsfor college English education, namely educational objectives, curriculum system, teaching materials and methods, teaching assessment, and teacher development. Based on the planning framework, it analyzes the major challenges to the development of college English education across the five dimensions. The paper further proposes a five-pronged development pathway through redefining educational objectives, restructuring the curriculum system, reorganizing teaching materials and methods, rebuilding the teaching assessment system, and regenerating the teacher development ecology. The pathway is expected to advance the systematic transformation and high-quality development of college English education, effectively serving the national needs of strategic development in the New Era.

As one of the pioneers of foreign language education in New China, Jiang Chunfang held viewsof great historical and contemporary significanceon foreign language education. Based on a systematic examination and analysis of historical archives, collected works, manuscripts, biographies, and interview materials, this paper proposes that Jiang Chunfang's views on foreign language education are mainly reflected in three key aspects: firstly, a foreign language education philosophy oriented towards serving national development strategies; secondly, a three-dimensional concept of talent cultivation centered on “political literacyregional cognitioninternational vision”; thirdly, a cultivation path emphasizing systematic coordination and flexible adaptation. Rooted in the Chinese historical context, Jiang Chunfang's views on foreign language education embody a strategic mindset that aligns foreign language education with national development, and offers valuable implications for the renewal of foreign language education philosophy, the restructuring of talent cultivation objectives, and the innovation of systematic approaches to talent cultivation in the New Era.

The rise of the “Global South” represents a significant historical opportunity for the transformative development of China's foreign language programs and their construction of an independent knowledge system. This paper clarifies the conceptual connotation of the “Global South”, reviews relevant studies on the construction of independent knowledge systems, and focuses on the development process and knowledge production of Southeast Asian language programs in China. It then puts forward that foreign language programs promote the practice of “taking language as a pathway and the South as a method”, leverage their traditional strengths, advance reforms in talent cultivation models, curricula and teaching materials systems, integrate area studies, and build the “South-South Cooperation” civilizational ecosystem, aiming to facilitate the development of foreign language programs and their construction of an independent knowledge system.

This study investigated the effects of student instructor co-constructed rubrics on second language (L2) writing proficiency. Two classes of sixty-eight participants were randomly assigned to an experimental group (co-constructing rubrics with an instructor) and a control group (receiving constructed rubrics). A pre-test, an immediate post-test, and a delayed post-test were administered to evaluate the intervention outcomes. Results indicated that while both the experimental group and the control group showed significant improvements in the immediate post-test, the experimental group sustained their performance whereas the control group exhibited a significant decline in the delayed post-test. This suggests that co-constructed rubrics can contribute to the long-term development of L2 writing proficiency. Further analyses revealed that metacognitive and social-affective strategies significantly moderated the intervention effects and the students with higher strategy levels benefited more. The study provides evidence-based insights and pedagogical guidelines for instructors combining rubric co-construction with targeted strategy training in writing classrooms.

The development of artificial intelligence and the transformation of global civilizational communication are reshaping the objectives and knowledge systems of foreign language education. This paper proposes the cultivation of research-oriented foreign language professionals, emphasizing a shift from static ability combination to dynamic developmental empowerment. It explores the construction of a three-dimensional framework of thinking, knowledge, and competence for research-oriented foreign language professionals, and argues that creative thinking functions as the cognitive engine of research-oriented professionals, an open transdisciplinary knowledge system serves as their structural foundation, and competence in mutual learning among civilizations constitutes their core practical capability, in order to meet the multiple demands of national development strategies, high-level opening-up, and participation in global governance in the New Era.

The cultivation of language professionals is the fundamental guarantee for the development of national language capacity. Taking Russia as an example, this paper focuses on the training system of three types of language professionals, namely general-purpose language professionals, military-purpose language professionals and area studies professionals. The paper further discusses the implications that Russia's experience provides for China's language professionals development. China can build a three-tier foreign language education system, dynamically optimize the allocation of strategic language resources, enhance the interdisciplinary training of general-purpose language professionals, formulate a systematic plan for improving military language capabilities, and promote the training of area studies professionals, thereby supporting the implementation of national development strategies.

It is a crucial mission of foreign language discipline to cultivate high-quality international communication talents to serve national strategic needs. This study proposes a “One Core, Three Stages, Dual Cycles” framework for cultivating international communication talents. With foreign language discipline as the core, a “classroom learning practical engagement communication” micro-cycle of training stages is established, while a “training objectives training stages talent competency development” cycle operates at the macro level, thus forming a synergistic dual-cycle driving mechanism. Based on the framework, foreign language discipline can adopt five pathways in cultivating international communication talents, namely consolidating the foundation of humanities education, empowering the cultivation practice with artificial intelligence, implementing differentiated cultivation tailored to national contexts, institutional strengths, and student profiles, enhancing the integration of the cultivation process and international communication practices through micro-narratives, and expanding an international collaborative education network. The study is intended to improve the quality of international communication talent cultivation, and facilitate the development of China's international communication capacity.

Artificial intelligence (AI) lays a solid technological foundation for implementing the national education digitalization strategy and reforming current translation and interpreting educational approaches. This paper proposes an intelligent interpreting educational model with intelligent assessment as its core support, and AI models and algorithms as its internal driving force. The paper elaborates on the central concepts of the model and explores its application pathways, aiming to build an intelligent interpreting educational system that integrates intelligent teaching, learning, assessment, educational research, educational management and social services into an interconnected, complementary and mutually reinforcing whole. It further discusses the guiding principles and future development directions of the model.

As an important field for building national translation capacity, foreign language education entails converting macro-level national needs into cultivable, applicable and assessable learner competences. Based on an analysis of the practical rationale for cultivating national translation capacity in the age of artificial intelligence (AI), this paper proposes a learner translation competence framework comprising bilingual transfer, Chinese discourse interpretation, human-AI collaborative translation, corpus and terminology management, cross-cultural communication, and technological ethics and quality assessment. It further explores pathways of cultivating national translation capacity in foreign language education from five dimensions, namely training objectives, curriculum systems, teaching models, practice platforms and evaluation mechanisms, with a view to informing national translation capacity development and foreign language education reform in the New Era.

Based on the practical attributes and existing inadequacies of international communication in China, this paper expounds four core competencies, namely patriotism and global vision, language proficiency and cultural literacy, communication skill and digital-intelligent technology capability, as well as practical application and innovative ability. Guided by the concept of practice-oriented education, the paper then explores the practical paths of foreign language talent cultivation for international communication from the dimensions of curriculum system, on-campus practice teaching, social practice research, and evaluation system. It aims to provide practical enlightenment for universities and colleges to optimize the cultivation modes of international communication talents and improve the quality of talent cultivation, thereby strengthening talent support for China's building of international communication capacity in the New Era.