With the rapid development of new-generation information technologies, artificial intelligence (AI) is irreversibly reshaping the ecosystem of foreign language education, bringing unprecedented opportunities and challenges to foreign language education. Only by forging ahead in the right direction can AI-empowered foreign language education truly promote the development of programs and serve the progress of humanity. To carry forward the reform of foreign language education, it is essential to actively embrace AI technologies, integrate into the broader trend, and identify the contemporary positioning of foreign language education. Efforts should also be made to strengthen the internal capabilities of foreign language education, enhance its connotation, optimize its structure, update its types and models, and adhere to its humanistic nature through inheritance and innovation.

Based on the dynamic assessment theory, this paper constructs a translation technology teaching assessment model. Designed to develop translation technology competence, the assessment model embodies the construction principles of process orientation, integration of teaching and assessment, multiple interaction and technical support, and includes the essential elements of assessment contents, methods, assessors and tools. The paper further instantiates the assessment model by incorporating the above-mentioned elements into the four teaching stages of a computer-aided translation course, namely teaching guidance, training reinforcement, project collaboration and effect testing. It shows the applicability of the assessment model, and provides useful reference for the translation technology teaching assessment.

This study, from the perspective of educational ecology, proposes ways to build a symbiotic and win-win interdisciplinary “foreign language + discipline” teaching community, as well as a collaborative mechanism between ESAP (English for specific academic purposes) teachers and disciplinary supervisors. The interdisciplinary teaching community forms an educational synergy through the collaborative mechanism in terms of teaching goals and principles, teaching activities, teaching resources, and teaching research. The teaching community interacts with ecological factors such as learning activities, learning tools, and physical learning environment, creating a dynamic ESAP teaching ecosystem. The results of a preliminary survey show that the established teaching community can facilitate both foreign language acquisition and disciplinary learning, aligning the ESAP teaching ecosystem with the overall educational goals, and promoting the healthy development of the higher education ecosystem.

Advances in information and communication technology (ICT) have brought new opportunities to foreign language education in universities, and the new ecology of online and offline integrated teaching has put forward new requirements for non-language major foreign language teachers. This paper sorts out the conceptions of teacher competence and the previous relevant literature both at home and abroad. Then, it proposes a situated and dynamic competence framework for non-language major foreign language teachers in the online and offline integrated environment. The proposed framework comprises three competence components of awareness, knowledge and skills, and includes three development stages of exploration, integration and innovation. The paper is expected to provide insights for the professional development of university non-language major foreign language teachers in the information age, and promote the deep integration of ICT and foreign language teaching.

This study explores the connotation and practice of Chinese cultural awareness construction in university foreign language education. It elucidates the significant importance of integrating Chinese culture into university foreign language education, and provides a detailed analysis of the three levels of Chinese cultural awareness construction, namely recognition of Chinese culture, identification of Chinese culture, and confidence in Chinese culture. Based on questionnaire surveys and interviews of university foreign language teachers, it then proposes specific implementation routes from the aspects of textbooks, teaching methods and teachers, focusing on promoting the sublimation of students' Chinese cultural awareness from recognition to identification and ultimately to confidence. The study contributes to the cultivation of new-era talents with rich culture and the realization of the grand vision of a culturally strong China.

This paper overviews the issues related to the researchpractice relationship in second language education. In the field of second language education, there has long been a disconnect between theoretical research and teaching practice, primarily due to: (1) practical and epistemological barriers between researchers and teachers; (2) past research typically focusing only on teachers while neglecting other stakeholders in the educational ecosystem; (3) the limitations of empirical research in directly addressing complex educational contexts. To bridge the gap between research and practice, the paper proposes a series of potential actions that researchers can take, including fostering a sense of collaboration, re-examining research topics, designs and dissemination, and clarifying research directions, with the aim of better advancing second language education.

This paper first probes into the evolution of Blended Language Learning (BLL), focusing on the debate over the legitimacy of BLL, the broad versus narrow BLL, and the concept of BLL versus CALL. Then it analyses the multi-layer BLL construct from such dimensions as physical space and time, technology application, SLA and pedagogical theories. It proposes that BLL involves developing a language learning ecology which expands from blending space-time to integrating multiple SLA theories and building communities of inquiry. By adhering to systematic epistemology and integration of multiple research methods and theoretical models, future BLL research needs to adopt an evidence-based approach to address three key issues of learning mechanism, evaluation and system design from the perspective of blended learning ecology, aiming at promoting the development of blended foreign language teaching theory and practice with Chinese characteristics.

By using the CiteSpace software to visually analyze 356 journal papers themed on financial English included in CNKI from 2002 to 2021, this paper surveys the development of financial English research in China. The results are as follows: (1) the research institutions of the core literature are mostly finance and economics academies; (2) the research focuses are mainly language ontology and translation of financial English, talent training system, and innovative teaching reform; (3) the research trend has developed from scattered studies to macroscopic, systematic and diversified studies, but there are still such problems as the shallow research level, dominant speculative research methods, unbalanced research objects, homogeneous research perspectives and unidirectional kinetic energy of research. In the future, financial English researchers should improve the research level of financial English teaching reform, deepen verifiable information-aided empirical research, balance research fields and themes, enrich the interdisciplinary nature of financial English research, and explore the path of international financial English communication.

This study examined the effects of output task types on EFL learners' acquisition of different types of vocabulary knowledge in sentence contexts and the extent to which the effects were moderated by the learners' genders and test intervals. Ninety university students were randomly assigned to one of the three output tasks, namely English-Chinese translation, paraphrasing and sentence writing. After completing passage reading comprehension exercises and separate word-focused activities, all the task groups were given tests of the knowledge of word spelling recognition, parts of speech and meanings immediately and a week later. The results showed that except for the significant superiority of the sentence writing task over the translation task in immediately acquiring the knowledge of word parts of speech, all the tasks fared equally well in facilitating vocabulary acquisition, independently of genders and test intervals. The study partially supports the Involvement Load Hypothesis, and suggests a reconsideration of the roles of elaboration and contextual novelty in task-based vocabulary acquisition.

This paper explores the application of artificial intelligence (AI) in foreign language education research, and proposes a systematic and multi-dimensional framework for research topic selection and methodological recommendations. First, it constructs a “four-dimensional” conceptual framework comprising national policies, foreign language teaching design, teaching implementation, and teachers and learners as educational agents, highlighting the logical interconnections among these dimensions. Second, it presents three approaches to topic selection: top-down systematic progression, flexible selection with comprehensive examination, and focus on teaching and learning subjects. The paper then elaborates on applicable research methods, including mixed methods, case study, case analysis, design-based research, dialectical research, etc., and illustrates their applications with specific examples. Finally, it emphasizes the significance of AI technology in foreign language education research, and suggests directions for future research.

This systematic review analyzes research topics and methods of 48 longitudinal SLA studies from a positive psychology perspective. The results show that the prior longitudinal studies predominantly focused on affective individual difference factors, with less attention paid to learning behaviors and environments. The majority of studies employed descriptive research designs with quantitative or mixed methods, often using convenience sampling with varied sample sizes. The participants were primarily Chinese or Iranian university students in in-person EFL courses. Most studies were conducted over long time scales greater than one week, with fewer studies using short time scales or combining both short and long time scales. Measurement frequency and intervals were largely poorly managed, with limited transparency in reporting. Data loss was reported in some studies, with few methods for addressing it. Questionnaires and interviews were the primary instruments used, but details about their reliability and validity were insufficient. Quantitative analyses largely relied on variable-centered methods, while reporting of qualitative analysis lacked details. Based on these results, recommendations for future research are offered.

This study systematically reviews the literature on the role of task planning in second language learning from a methodological perspective. Fifty-six SSCI articles were coded and statistically analyzed. The results revealed that the participants were mainly adult EFL learners; quantitative methods and controlled experimental designs were dominant; comparisons of task planning conditions and types were not sufficiently balanced; researchers preferred classroom or laboratory environments, often using narrative essays or argumentative essays; syntactic complexity, lexical complexity, accuracy and fluency were meticulously analyzed; many statistical methods were used for data analysis, with insufficient attention paid to their assumption checking. Recommendations for future research on task planning are offered.

From the perspective of learning engagement, and with 714 translation major undergraduate interpreters as the subjects, this study drew on the “I-E-O” theoretical model proposed by Astin, applied structural equation modeling to the questionnaire data, and constructed a path model of the interpreting process with “Input-Environment-Outcome” variables to explore the influence mechanism of learning engagement on interpreting competence. It was found that: (1) the environment variables including classroom environment, institutional support, interpersonal interaction and learning engagement had significant positive effects on interpreting competence; (2) learning engagement had the strongest effect, followed by institutional support; (3) learning engagement mediated the relationship between other variables and interpreting competence; (4) classroom environment, institutional support and interpersonal interaction were significantly correlated. It is thus crucial to optimize students' learning engagement for interpreting competence development by increasing environmental support and promoting effective classroom interaction.

Guided by the primary task of new liberal arts construction, this paper describes the core concepts of the positioning and talent training of interdisciplinary business English program in the Teaching Guide for University Undergraduate Business English Program (hereinafter referred to as the Teaching Guide for Business English) from the aspects of the definition, educational objectives and training ways of interdisciplinary business English talents, and proposes five composite training ways. It contributes to a better understanding and implementation of the Teaching Guide for Business English, and has important implications for the connotative, unique and innovative development of business English program.

One of the major challenges in implementing blended foreign language courses is how to realize the organic integration of online and face-to-face instructional activities. Drawing on the semantic waves theory, this study argues that online and face-to-face instructions should be integrated to produce semantic waves, where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, so as to enable cumulative knowledge building. The study illustrates the application of this blended learning model in a college English course with respect to the organization of knowledge objectives, selection of learning resources, design of teaching activities and monitoring of learning processes. Finally, it puts forward suggestions for the construction of the blended foreign language learning ecosystem.

Playing an important role in learners' L2 writing development, engagement with feedback is jointly affected by individual factors and environmental factors. The application of automated writing evaluation (AWE) system has furnished L2 writing pedagogic practice with a new environment of integrated feedback. This study examines the impact of the integrated feedback environment on learner engagement and L2 writing performance. The findings reveal that: (1) integrated feedback significantly outshines teacher feedback in improving learner engagement and consequently L2 writing performance; (2) in the integrated feedback environment, cognitive engagement has the greatest impact on learners' L2 writing performance, followed by behavioral engagement and affective engagement, and regarding cognitive engagement, the use of metacognitive strategies significantly contributes to a valid prediction of learners' writing performance.

Adopting a mixed design based on the Latent Growth Curve Modeling and Retrodictive Modeling from a Complexity Theory perspective, this study investigates the macro, meso and micro developmental features of English writing competence in a group of English-major freshmen across one year. It uses lexical complexity, sentence complexity, accuracy and fluency as the variables, and finds that: (1) the students' CAF development is not linear, faster at the beginning and the end than in the middle; (2) the students' English writing competence can be longitudinally classified into three prototypes, namely the continuous stable type, bouncing first and then stable type, and alternate bouncing and stable type; (3) the CAF development of the typical students indicates that the dynamic correlations among the sub-systems are different in three prototypes, and distribution of cognitive resources, initial writing habits, feedback and motivation are the driving forces of different outcomes. The results have implications for teaching of English writing.

The Project-based College English Virtual Teaching & Research Center was among the first batch of national experimental virtual teaching & research centers approved by the Ministry of Education. It aims for innovativeness in theoretical research, modes of organization and operation, and focal areas of work, and for excellence in course and teaching materials development, teaching methodology, and pedagogical research. To this end, the center coordinates collaboration in course development, resource construction and faculty development among school-based or virtual teaching & research groups, and encourages the sharing of academic and teaching resources, expertise, and pedagogical research achievements.

Self-efficacy in the L2 context has been increasingly explored by researchers both at home and abroad. Evidence shows that it could significantly predict academic performance, but its relation with L2 language proficiency has not been conclusive. This meta-analytic study aims to quantitatively synthesize the extant literature on the relation of these two constructs and explore potential moderators. With 57 independent samples included, the study finds that self-efficacy is moderately related with L2 language proficiency (r=0.458). Moderator analysis reveals that genders, majors, and culture significantly moderate the relation of self-efficacy and L2 language proficiency.

Based on the macroscopic socio-educational model and the microscopic L2 motivation model, this study explored the interrelationship among 6 internal dimensions of L2 learning motivation (i.e., ideal L2 self, interest in language learning, cultural integration, information medium, attitudes toward native speakers of the target language, and individual development). A total of 898 Chinese, American and British university students completed a questionnaire, and the survey data were subsequently fitted by structural equation modelling. Results showed that interest in L2 learning had significant impacts on individual development, cultural integration, attitudes toward native speakers of the target language, and ideal L2 self. Nationality had mediating effects on individual development, information medium, attitudes toward native speakers of the target language, and interest in L2 learning. These observations, the direct effects of interest in L2 learning and the mediating effects of nationality in particular, are potentially insightful for updating the existing L2 learning motivation models.

In order to solve the puzzles and problems encountered by college English teachers in moral education through courses for students, this paper clarifies the connotations of courses, course design and moral education through courses, and sorts out the general principles in implementing moral education through all courses. In line with the requirements of the Guidelines for Integrating Moral Education into College Foreign Language Teaching, and in light of the basic features of college English courses, the paper focuses on the four aspects of teaching objectives, teaching content, teaching methods and teaching assessment in teaching design of integrating moral education into college English, emphatically expounding on the key issues and directions in moral education through college English courses.

This study reviews the theories and literature on classroom thinking culture, and explores the development of classroom thinking culture in higher education from the perspective of pedagogy. Based on foreign language teaching reform and practice, the study puts forward four principles for developing classroom thinking culture in terms of educational goals, teaching environment, teaching content and teaching methods. It proposes five developing strategies, namely specializing classroom thinking objectives, designing teaching activities, adopting question-driven approaches, making two-way reflections and visualizing thinking skills, so as to help students improve critical thinking skills in the classroom thinking culture.

Based on an analysis of the advantages and misunderstandings of integrated values education (IVE) in foreign language majors, this paper discusses the practical IVE approaches from three dimensions of the development patterns, curriculum field and participants. As for the development patterns, the specification requirements of IVE for foreign language talents are clarified, and an IVE development chain closely attached to the knowledge and ability chains is built, with the aim of linking the course IVE and major IVE. As for the curriculum field, the curriculum field of foreign language majors should be extended on the basis of IVE ideas, and the key elements in the resource-based field and space-based field should be activated and connected for dynamic interaction. As for the participants, teachers, students, CPC members and administrative personnel should form a joint force to achieve synergy of in-class and out-of-class teaching, and enhance the effectiveness of holistic education.

This article presents the thoughts and views of the author as a senior textbook writer on college English coursebook compilation. It first deals with the guiding principles for textbook writing and their theoretical bases, then elaborates the process of textbook compiling step by step, and further brings up four salient points of concern to editors, i.e. appropriate editor qualifications, material selection, word repetition rates and exercise compilation. Finally, the article expounds on the author's reflections and expectations about the coursebook compilation. It highlights the importance of editing creatively and sticking to what you think is right, accentuates the roles of lexical chunks, collocations and usage, and proposes that the FLT theory and system in line with the situation of our country be developed soon, still better quality coursebooks be compiled, textbook writers go professionalized, and credible textbook evaluation platforms be established.

The xu-argument, a newly emerging view on language learning, has received considerable attention largely because it offers a new approach to enhancing pedagogical and methodological efficiency in L2 teaching and learning. In order to make better use of the approach, this paper sets out to reveal the rationale for its high efficiency in promoting L2 learning, and highlight its four key features facilitative of L2 learning efficiency. Specifically, the xu-argument i) addresses a fundamental issue of L2 learning, ii) capitalizes on the asymmetry between language comprehension and production, iii) gives full play to the role of context, and iv) maximizes the alignment effect arising from interaction.

Interactional structures reflect participants' underlying cognitive structures, and productive interactional structures in the classroom can help students engage in deeper cognitive processes. The perspective of conversation analysis has great strength in exploring micro interactional structures, while the perspective of language socialization excels at tracking speech events over time and unravels relationships among language, thoughts, and culture. Integrating these two perspectives, this paper proposes a theoretical framework for investigating structural patterns of classroom interaction in both hierarchical and linear dimensions. It then reviews, relates, and evaluates prior studies on classroom interaction before summarizing their gaps to point out future research directions.

This article constructs a holistic model of curriculum design for cultivating the compound type foreign language talents by drawing on the research findings of the CLIL (content and language integrated learning) curriculum design and the vision of a community with a shared future for mankind. The model consists of four elements and five steps based on the notion of intercultural understanding, knowledge creation and centering on learning. The four elements include interculture, foreign language, non-language subjects, and thinking. The five steps are establishing trans-disciplinary concepts, stating three-dimension six-aspect learning goals, developing comprehensible materials, designing integrated learning methods, and adopting holistic assessment. Accordingly, in cultivating the compound type foreign language talents, cross-curriculum themes learning should be organized based on trans-disciplinary concepts, polylogues should be carried out to highlight interculture, scaffolding should be provided for students in line with their competence, and “assessment for learning” should be combined with “assessment as learning” to promote learning.

As an essential part of the translation technology course, learning assessment examines and promotes students' learning of translation technology. Based on the guiding principles of the Teaching Guide for University Undergraduate Translation Major and the constructivist learning theory, this paper interprets the concept of translation technology learning assessment, analyzes the learning assessment dilemma of the translation technology course, and attempts to construct an innovative learning assessment model of translation technology in the new media environment by using WeChat Official Account as a platform to publish students' learning outcomes. In doing so, students are expected to shift from homework-oriented thinking to publication-oriented thinking and from passive learning to active learning, improving their sense of fulfillment and achievement in translation technology learning. The model aims not only to improve students' translation technology literacy, but also to cultivate such qualities of students as media & information literacy, problem solving competence, and content production competence in the new media environment.

Technical writing and technical translation have become closely converged in the language service industry with the development of globalization and localization. This study, based on a questionnaire survey of the convergence of technical writing and technical translation in China, finds that technical writing converges with technical translation in different degrees and in different ways, but with unsatisfying effects. It also analyses various opinions from universities and enterprises about technical writing competences, and reveals some cognitive gaps between the two sides. Therefore, with the establishment of “International Language Service” as a new discipline, efforts need to be redoubled to advance the education of technical writers and translators, so as to bring forth more marketable talents to help with the globalization of enterprises, and to strengthen the images and international communication competences of Chinese brands.

Starting from college English teachers concern over the practice of blended teaching and taking the design of the textbook series New Progressive College English as an example, this paper attempts to discuss the background, principles and advantages of integrating textbooks with digital resources in blended teaching, so as to encourage graded teaching by embracing new teaching tools and foster students autonomous learning ability by using online platforms with teaching management functions.