In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback…

There is still debate regarding what constitutes an international school and how it should be defined. A number of definitions and typologies of international schools have been put forward. Arguably, the most influential has been Hayden and Thompson (2013) typology of international schools. "Type-A" or "traditional international…

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

In this paper, I narrate highlights of my long process of learning and teaching English as a foreign language in mainland China and Australia, presenting a picture of the practices of learning and teaching English in mainland China from the bottom up. Over the past 50 years, English learners in mainland China, as Gao Yihong has written, have…

This paper is motivated by the premise that little is known about the use of requestive strategies in request emails in Chinese English-as-a-Foreign-Language (EFL) context. Specifically, the paper examines and compares requestive strategies in request emails between two groups of university students, namely English majors (EM) and non-English…

As is the worldwide trend, scientists in China face strong and increasing pressure to publish their research in international peer-reviewed journals written in English. There is an acute need for graduate students to develop the required language skills alongside their scientific expertise, in spite of the distinct division currently existing…

Amidst emerging trends in transnational migration via globalization, an increasing number of families have gone abroad to help their school-aged children and youth gain international education credentials and provide them an opportunity to acquire English as a global language as early as possible. This early study abroad before college (ESA) has…

This article presents an interview with Professor Gui Shichun, a well-known figure in the academic field in China. Professor Shichun is credited with being the first scholar who introduced applied linguistics studies into China. He has established several other records of "the first in China," hence has long been called "the brave…

Scholars tend to explain or predict China English's rhetorical strategies on the basis of Chinese discourse and cultural preferences. This inference model, I argue, falls short in studying the Chinese variety of English because, first, it essentializes both China English and Chinese, treating their discursive strategies as two easily…

Argues that one approach to the notion of "Chinese Englishes" may involve the critical reexamination of a rich history of cultural and linguistic contact and language learning and teaching that runs from the early seventeenth century to the present. (Author/VWL)

It is argued in this article that user actions need to be monitored to understand what has happened during the learning process. Monitoring on its own is not enough; user actions also need to be controlled to some degree so that users can receive the guidance they need to help them to the successful completion of the learning tasks in CALL…

Describes an internship program at Lawrence University in Wisconsin in which liberal arts students interact with businesses in China. Building Bridges with Practical Chinese is an experimental program that taught both students and faculty members much about what they could expect from such an experience. (Author/VWL)

Describes progress in as well as the resistance to and constraining factors facing efforts to implement communicative language teaching (CLT) in China. Adopting CLT in China inevitably involves transforming the traditional analytic grammar-translation approach. (Author/VWL)

Examines foreign attitudes toward Chinese learning methods in the light of a course taught in China. Argues that there are a number of historical, psychological, and pedagogical reasons for the Chinese learning methods and that these methods are not necessarily unworkable alongside modern English-as-a-foreign-language teaching methods. (SED)

An English-as-a-Foreign-Language teacher in China discusses two activities she has used to encourage her students to participate in classroom discussion. The first involves a student facilitator, and the second is a no-fuss feedback activity. (Author/VWL)