An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

The Reform Process of English Medium Instruction in Korean Higher Education

In the context of the internationalization of higher education,many non-English speaking countries,from Europe to Asia,are promoting English as a medium of instruction(EMI).The EMI in South Korea started earlier and developed rapidly under the promotion.From the initial“Study Abroad in Korea Plan”to the World Class University(WCU)and Brain Korea 21st century(BK21)PLUS programs,with the support and guidance of the government,South Korea’s higher education has made significant progress,with the global top 100 universities in QS increasing from 1 to 6 in South Korea.

Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

New Patterns in Higher Education Cross-Cultural Learning:The Case of a Postgraduate English Instruction Program in China

This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international graduate students at a university in Chinese mainland.North University(NU)has hosted international students in its Chinese language and culture programs for decades.However,between 2008 and 2010,a new Master’s degree program for international students was established.This attracted 75 graduate students from different disciplinary backgrounds,from 21 developing countries in Africa,Asia,Latin America,and Oceania.English is the common language to both students and faculty,but a foreign language to all.This program marks a significant shift for China’s higher education as it reaches out to the world.The paper describes this cohort’s lived experiences in China,including academic,linguistic and socio-cultural learning.It analyzes the challenges such programs pose for the Chinese higher education system,explores how these challenges have become opportunities for growth and how barriers have been overcome.It also discusses the implications of this case for the upgrading of higher education quality in China.

College English Writing Instruction from the Perspective of Text Linguistics

This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.

Journal of Northeast Agricultural University(English Edition) Instruction to Authors

Instruction to AuthorsAims and Scope Journal of Northeast Agricultural University （English Edition） is a comprehensive academic journal on agricultural sciences sponsored by Northeast Agricultural University and distributed worldwide. It is a peer reviewed journal published quarterly and mainly publishes review and research articles that reflect the latest achievements on crop science, horticulture, plant protection, resource and environment, animal science, veterinary medicine, agricultural engineering and technology, agricultural water conservancy, life science, biotechnology and food science.

Peer Feedback： A New Approach to English Writing Instruction in a Chinese College Setting

The paper mainly focuses on peer feedback--one specific approach to teach writing. After analyzing the current practice in English writing instruction in Chinese tertiary institutions and reviewing YANG, Badger and YU＇s （2006） empirical research study, the author evaluates the suitability of peer feedback approach in a Chinese college context. Hopes that it may offer and challenges which might be faced, are discussed as well.

A Study on the Design of High School English Writing Instruction Model Based on Flipped Classroom

Flipped classroom has become a topic of interest in education.The question of whether high school English writing instruction can be integrated with flipped classroom is of utmost concern.In consideration of the characteristics of both elements based on the constructivist theory,and the integration of language knowledge,background knowledge,as well as discourse knowledge into English writing instruction,this study designs a high school English writing instruction model based on flipped classroom.Both the flipped classroom and English writing instruction focus on constructing meaning in learning,thus providing a flipped classroom model for English writing instruction in high schools.

STUDENTS' PERCEPTIONS OF PEER RESPONSE ACTIVITY IN ENGLISH WRITING INSTRUCTION

In recent years student-centred peer response has become such a widely used teaching method in English writing instruction that numerous articles have been produced to discuss the advantages and strategies of this approach. But is this method effective in our teaching context? What do our students think of it? This study investigated perceptions of helpfulness of peer response among 22 advanced English major students. Data collected over one semester through observations, interviews and questionnaires revealed that participants have very negative reactions to peer response, which challenges some beliefs about the affective and pedagogical advantages of peer response. The author's findings further suggest that training students to do peer response is essential in English writing instruction.

Understanding and Explaining CLIL and CLIL in China

English, now being an international communication medium, has been promoted as the most important foreign language in school curricula in many countries. As English competence is regarded as a new kind of literacy that enables the "world citizens" to participate in the global community, various educational reforms in many countries have been implemented and new teaching approaches are introduced, aiming to provide quality English instruction for school children (Cha and Ham, 2008). Among them is a bilingual model-"content and language integrated learning (CLIL)", which serves as the umbrella term for approaches that give emphasis both on language learning and subject knowledge learning. This paper aims to start with a brief discussion of the global role of English in terms of its impact on school curricula and language policy making in EFL and ESL contexts. In the next section, further examination on sociolinguistic and cultural issues of bilingual education in EFL context will be presented and specific reference will be made to English education in China. After that, major concepts of CLIL and cognitive development theories will be drawn on to explore the benefits and potentially problematic areas in bilingual education.

Acta Mathematica Sinica English Series Instructions for Authors

SubmissionAuthors must use LaTeX for typewriting, and visit our website www.actamath.com to submit your paper. Our address is Editorial Office of Acta Mathematica Sinica, Academy of Mathematics and Systems Science, Chinese Academy of Sciences, Beijing 100190, R R. China.

Acta Mathematica Sinica English Series Instructions for Authors

SubmissionAuthors must use LaTeX for typewriting, and visit our website www.actamath.com to submit your paper. Our address is Editorial Office of Acta Mathematica Sinica, Academy of Mathematics and Systems Science, Chinese Academy of Sciences, Beijing 100190, R R. China.

Integrating Content and Language in Multicultural Universities,edited by Slobodanka Dimova,Joyce Kling,Springer Cham,2020,xxi+183pp.$169.99(hardcover),ISBN:978-3-030-46946-7

Integrating content and language in multilingual universities,edited by Slobodanka Dimova and Slobodanka Dimova was published in 2020.This collection provides a global perspective on integrating content and languages in multilingual higher education(HE)institutions.Covering discussions including student and teacher perceptions,teacher training,staff effectiveness,learning effectiveness,and program development,the volume tends to address how focused language instruction and assessment can be utilized as a foundation for disciplinary content learning,without specific consideration of the diverse contexts.The book review consists of four parts.A brief introduction of the book and its exceptional contribution to the ICL field is presented in the first part.The second part highlights the core ideas of each chapter while commenting on its implications.A summary and an analysis of the academic and practical value of the collection from various perspectives in the last part round out the review.This book review with its unique perspective makes an effective reference for anyone interested in the book.

COMPUTER ASSISTED INSTRUCTION AND ITS APPLICATION IN ENGLISH LEARNING

This paper briefly describes the development of computer assisted instruction(CAI) abroad and in China, lists the advantages of CAI and deals with its application in English learning. Some suggestions about how to make better use of CAI in ELT are also given.

A STUDY ON ASYNCHRONOUS LISTENING INSTRUCTION IN THE EFL CONTEXT

本研究主要关注的是,在以英语为外语的环境下如何进行听力教学。与以往的研究不同,本研究强调了在现代教育技术支持下的自下而上的训练。本文提出了听力异步教学的概念,并通过实证研究证明:学生们普遍欢迎听力异步教学模式;在EFL环境中,听力异步教学模式具有一定的有效性。

PUBLIC SPEAKING EDUCATION:A CRUCIAL ADDITION TO THE ENGLISH CURRICULUM OF CHINESE UNIVERSITIES

The emergent trend in integrating public speaking into the English curriculum of Chinese universities maysignify the beginning of a new era in Chinese English education. To institutionalize public speaking as anintegral part of Chinese college curriculum, the instructors teaching the course need to understand the relevanceof public speaking education in Chinese universities and to know the pedagogical tools and processes of publicspeaking education. In addition to drawing on the best teaching practices of Western universities, instructors inChina need continuous support for professional and instructional development in the new teaching area.

Exploring the role of L2 proficiency and foreign language anxiety in EMI course achievement in China

The purpose of this study is to find out how and to what extent students’L2 proficiency and English learning anxiety impact their EMI courses achievement at a Chinese state university.Quantitative research method was conducted.Questionnaire,CET-4 score and EMI exam score(n=94)were collected from undergraduate students from School of Economics who have attended or are attending International Finance course.English language proficiency and anxiety were explored as possible significant predictors of academic success in EMI.The results showed that the two predictors,English language proficiency and anxiety were significant predictors of academic success in EMI.This result highlights that students with a lower level of proficiency need supplementary linguistic support in order to fully succeed in their EMI studies.Also,code-switching to Chinese when necessary and make classes communicative and fun may help to release students’anxiety.This study helped us better understand the impact of students’English level and anxiety on EMI achievement,and it also provides pedagogical implications for teachers of EMI courses.

EnglishSeries

Submission Authors must use LaTeX for typewriting, and visit our website www.actamath.com to submit your paper. Our address is Editorial Office of Acta Mathematica Sinica, Academy of Mathematics and Systems Science, Chinese Academy of Sciences, Beijing 100190, R R. China.