Education and Social Work
type: channel
description: Education and Social Work ISSN Print: 3079-515X ISSN Online: 3079-5168
language: en
publication name: Education and Social Work
items: An Action Study of the Effects of Multi-Subject Evaluation on High School Students’ Writing Self-Efficacy in English Continuation Writing
items: Research on Teaching Strategies of Pre-writing Reading Stage in AI-assisted English Continuation Writing
items: Continuity and Innovation in Reading Texts of Junior High School English Textbooks: A Comparative Study of Old and New PEP Grade 7 Editions
items: Designing Question Chains for High School English Reading under Core Competencies and Bloom’s Taxonomy
items: The Use of Metacognitive Strategy in Listening Teaching
items: https://elibrary.erytis.com/index.php/Esw/article/view/873
items: Exploration on Scaffolding Teaching Model Application Strategies in Reading and Continuation Writing of Senior High School
items: An Empirical Study on the Application of Production-oriented Approach in Junior High School English Writing Teaching
items: A Study on the Foreign Language Teachers’ Professional Development Strategies in the Middle Schools under the Flipped Classroom Mode
items: The Cultivation Strategies of Viewing Skills in High School English Video Teaching
items: The Application of Discourse Analysis in English Continuation Writing in Senior High Schools—A Case Study of 2025 National College Entrance Examination New Curriculum Standard Volume II
items: The Synergistic Path of TBLT and CBLT — A Scenario-Based Task Chain Model for Language Competence Integration
items: Innovative Pathways for Competency-Based Practical Education in Tax Law under the New Liberal Arts Framework
items: Effects of Traditional and AI-Assisted Writing Feedback on L2 Writing Self-Efficacy
items: Deep Reading in Senior High School English: Differentiated Teaching Strategies for Different Genres
items: Dynamic Correlation Between Listening and Interpreting Abilities of Undergraduates Majoring in Translation at Applied Universities: A Longitudinal Study Based on the CSE
items: Research on Strategies for High School English Reading and Writing Instruction from the Perspective of Production-Oriented Approach
items: A Study on the Theory and Application of the 5E Instructional Model In Authentic Junior High School English Teaching
items: An Investigation into the Practice of Senior High School English Reading Teaching from the Perspective of the Task-Based Teaching Method
items: Text Selection Strategies and Teaching Approaches for Multiple Text Reading in High School English Based on Thematic Meaning
items: A Comparative Study of The Audiolingual Method and Communicative Language Teaching In Second Language Teaching
items: Decoding the “Blue Pulse”: Digital Transformation and Cross-Cultural Narratives in the Communication of Zhejiang's Maritime Culture
items: Low-Carbon Restructuring of Core Course Content in Civil Engineering Education Under the Dual Carbon Strategy
items: Reconstructing Ecological Justice in the Climate Crisis: A Social Ecocritical Reading of The Long Summer
items: The Study on Strategies for Promoting and Maintaining EFL Learning Motivation in Senior High School
items: The Intrinsic Relationship between the English Learning Activity View and the 5E Instructional Model and Its Implications for Junior High School English Reading Teaching
items: Research on the Application of Artificial Intelligence in the Deaf Abstract
items: Exploration on the Path to Prosperity of "Shanshui Qiaocheng"
items: Challenges and Strategies of Promoting English Teachers' Information Literacy for Professional Development in the Digital Era
items: Research on the Moral Construction of Scientific Researchers in the New Era

An Action Study of the Effects of Multi-Subject Evaluation on High School Students’ Writing Self-Efficacy in English Continuation Writing
type: item
description: As continuation writing becomes a standard senior high English exam task in China, learners’ writing self-efficacy stands as a vital but understudied factor shaping their writing engagement and outcomes, yet most classrooms still rely solely on teacher evaluation and neglect students’ affective needs. This three-month action research integrates teacher, peer and self-assessment into Grade One continuation writing lessons to explore how multi-subject assessment impacts students’ writing self-efficacy. Mixed data are collected: pre- and post-intervention questionnaires track self-efficacy shifts, while semi-structured interviews, teaching journals and student writing samples supply qualitative evidence. Findings reveal overall improved self-efficacy, especially in content creation, textual coherence and task fulfillment. The three assessment forms function differently: teacher feedback builds initial confidence via clear guidance, peer review delivers vicarious learning and emotional comfort, and self-evaluation fosters long-term confidence through reflective thinking. Rooted in self-efficacy theory, this study identifies how multi-subject assessment stimulates diverse self-efficacy sources, and puts forward student-oriented formative assessment suggestions for integrated reading-writing teaching.
subject: Articles
  topic: section
subject: Multi-Subject Assessment
  topic: keywords
subject: Continuation Writing
  topic: keywords
subject: Writing Self-Efficacy
  topic: keywords
subject: Senior High School Students
  topic: keywords
subject: Action Research
  topic: keywords
creator: Tianyi Deng
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-26
publication date: 2026-06-26
starting page: 81
ending page: 92
doi: 10.63313/ESW.9145

Research on Teaching Strategies of Pre-writing Reading Stage in AI-assisted English Continuation Writing
type: item
description: The General High School English Curriculum Standards (2017 Edition, Revised in 2020) sets core literacy as the orientation of English education, taking linguistic competence, cultural awareness, thinking quality and learning ability as key training objectives. As a reading-writing integrated test task for the college entrance examination, continuation writing fits the demand of core literacy cultivation, and pre-writing reading serves as the decisive link of teaching effectiveness. This link currently faces two prominent problems: students only extract fragmented surface information and fail to sort out plot logic, emotional changes and textual foreshadowing; the teacher-centered sentence-by-sentence analysis breaks the integrity of discourse and prevents students from constructing complete narrative logic. The curriculum standards encourage the integration of information technology into English classrooms, offering policy support for AI-empowered teaching. With natural language processing technology, AI can deeply analyze source texts of continuation writing, visualize narrative clues and design differentiated reading tasks to address the drawbacks of traditional teaching. This model helps students achieve holistic text comprehension to improve their continuation writing, and supplies teachers with data-based learning diagnosis for targeted instruction. It bears practical significance for boosting students’ reading and writing competence and realizing the cultivation goals of disciplinary core literacy.
subject: Articles
  topic: section
subject: AI empowerment
  topic: keywords
subject: continuation writing
  topic: keywords
subject: pre-writing reading teaching strategies
  topic: keywords
creator: Qianhui Zhang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
starting page: 75
ending page: 80
doi: 10.63313/ESW.9144

Continuity and Innovation in Reading Texts of Junior High School English Textbooks: A Comparative Study of Old and New PEP Grade 7 Editions
type: item
description: This study compares reading texts in the 2012 and 2024 PEP Grade 7 English textbooks across four dimensions: thematic contexts, discourse types, text length, and reading difficulty. Using Cunningsworth’s evaluation model and the 2018 English Curriculum Standards, it finds that the new edition retains life-oriented themes and practical genres while significantly enhancing ecological awareness, digital literacy, and cognitive challenge through longer, more syntactically complex texts and new media discourses. These revisions reflect a shift from skill training to integrated competency cultivation. Pedagogical strategies such as task-driven design, differentiated instruction, and digital resource integration are proposed to support effective implementation.
subject: Articles
  topic: section
subject: Junior High English
  topic: keywords
subject: Textbooks
  topic: keywords
subject: Reading Texts
  topic: keywords
subject: Comparative Analysis
  topic: keywords
subject: Core Competencies
  topic: keywords
creator: Yipei Huang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
starting page: 67
ending page: 74
doi: 10.63313/ESW.9143

Designing Question Chains for High School English Reading under Core Competencies and Bloom’s Taxonomy
type: item
description: This study addresses the tendency toward low-order thinking in the design of question chains in senior high school English reading teaching. Based on the core literacy theory and Bloom's Taxonomy of Educational Objectives, it systematically explores a double-theory-oriented design pathway for question chains. The research initially constructs five empirical strategies, including text-type adaptation, hierarchical construction, and cross-cultural comparison, aiming to transform literacy objectives into operationalizable question chain designs through theoretical integration. Although focusing on the induction of practical experience and having limitations in sample coverage and long-term effect verification, this study expects to provide preliminary references for optimizing question chains in senior high school English reading teaching and explore feasible approaches for implementing core literacy in classroom instruction.
subject: Articles
  topic: section
subject: Core Competency
  topic: keywords
subject: Bloom's Taxonomy
  topic: keywords
subject: Senior High School English Reading
  topic: keywords
subject: Question Chain Design
  topic: keywords
subject: Thinking Quality
  topic: keywords
creator: Yuquan Xiang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
starting page: 56
ending page: 66
doi: 10.63313/ESW.9142

The Use of Metacognitive Strategy in Listening Teaching
type: item
description: This paper explores the application of metacognitive strategies in listening teaching, aiming to enhance students’ listening comprehension and self-learning abilities. The study investigates the theoretical foundations of metacognitive strategies, their implementation in listening instruction, and the effectiveness of this approach. Through literature review, the research demonstrates that incorporating metacognitive strategies in listening teaching significantly improves students’ listening performance, learning effectiveness and autonomous learning skills. The findings suggest that educators should integrate metacognitive strategy into listening training to foster more effective and independent learning.
subject: Articles
  topic: section
subject: Metacognitive Strategy
  topic: keywords
subject: Listening Teaching
  topic: keywords
subject: Effective Learning
  topic: keywords
subject: Listening Comprehension
  topic: keywords
subject: Self-Learning Abilities
  topic: keywords
creator: Aisi Li
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
starting page: 50
ending page: 55
doi: 10.63313/ESW.9141

https://elibrary.erytis.com/index.php/Esw/article/view/873
type: item
title: A Comparative Study of Reading Materials in Senior High School English Textbooks from the Perspective of Core Competencies —Taking the Reading Texts in Compulsory Book 2 of the FLTRP and BNUP Editions as Examples
description: English core competencies represent the essential qualities cultivated in English subject education. As a pivotal component of English textbooks, reading texts serve as a vital window into language proficiency enhancement and knowledge acquisition for students. Therefore, this study focuses on the reading texts in Compulsory Book 2 of the FLTRP and BNUP editions of senior high school English textbooks. Employing comparative analysis and content analysis methods, it examines the distinctive features and limitations of the two textbook editions in fostering core competencies across four dimensions: language ability, cultural awareness, thinking quality, and learning ability. The research aims to provide educators with deeper insights into the instructional materials, thereby offering meaningful didactic implications.
subject: Articles
  topic: section
subject: English core competencies
  topic: keywords
subject: comparative analysis
  topic: keywords
subject: reading texts
  topic: keywords
subject: BNUP textbooks
  topic: keywords
subject: FLTRP textbooks
  topic: keywords
creator: Huan Zeng
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-25
publication date: 2026-06-25
starting page: 39
ending page: 49
doi: 10.63313/ESW.9140

Exploration on Scaffolding Teaching Model Application Strategies in Reading and Continuation Writing of Senior High School
type: item
description: With the gradual advancement of the new college entrance examination reform, a new type of examination part for the writing section, “Reading and Continuation writing” has appeared in front of people. This kind of novel examination section exerts a positive influence on the cultivation of students’ comprehensive language application competence, including reading, writing and critical thinking ability. The scaffolding teaching model is a student-centered teaching method that can reduce the difficulty of reading and continuation writing to a certain extent. To enhance the high-school English reading and continuation writing teaching, adopting research approaches like case analysis, grounding itself in an overview of the scaffolding teaching model, it is pointed out that teachers can skillfully combine the scaffolding teaching model with the teaching of reading and continuation writing through strategies such as building situational scaffolds, text reading scaffolds and so on, so as to provide some useful references for the teaching work of high school English teachers.
subject: Articles
  topic: section
subject: Scaffolding Teaching Model
  topic: keywords
subject: High School English
  topic: keywords
subject: Reading and Continuation Writing
  topic: keywords
subject: Application Strategies
  topic: keywords
creator: Yuxuan He
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 28
ending page: 38
doi: 10.63313/ESW.9139

An Empirical Study on the Application of Production-oriented Approach in Junior High School English Writing Teaching
type: item
description: Junior high school is a critical stage for English learning, and writing teaching occupies an irreplaceable position in junior high school English curriculum. Traditional English writing teaching is teacher-dominated, focusing on knowledge indoctrination while ignoring the cultivation of students’ practical output ability, resulting in low learning enthusiasm and unsatisfactory teaching effects. As a localized foreign language teaching theory in China, the Production-oriented Approach (POA) advocates the teaching logic of "output-driven, input-facilitated and assessment-promoted", which is mostly applied to senior foreign language learners at present. This paper takes junior high school students as research objects, adopts experimental research method to explore the application effect of POA in junior high school English writing teaching. The results show that POA can effectively improve students’ English writing performance, optimize their learning attitude and cultivate good writing habits. On this basis, this paper puts forward targeted teaching suggestions, so as to provide practical reference for the reform and innovation of junior high school English writing teaching.
subject: Articles
  topic: section
subject: Production-oriented Approach
  topic: keywords
subject: Junior High School English
  topic: keywords
subject: Writing Teaching
  topic: keywords
subject: Empirical Research
  topic: keywords
creator: Siyu Wu
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 22
ending page: 27
doi: 10.63313/ESW.9137

A Study on the Foreign Language Teachers’ Professional Development Strategies in the Middle Schools under the Flipped Classroom Mode
type: item
description: The iterative updates in information technology and the continuous evolution of educational philosophies are profoundly reshaping the landscape of secondary school foreign language education. As a new model that disrupts traditional teaching processes, the flipped classroom shifts knowledge transmission to the pre-class self-directed phase and places the internalization of knowledge within the context of classroom interaction. This poses multidimensional challenges and demands on the professional competence of secondary school foreign language teachers. Building upon a clarification of the core characteristics of the flipped classroom, this paper analyzes its structural impact on secondary school foreign language teachers from dimensions such as pedagogical philosophy, role positioning, and technological proficiency. Consequently, a systematic framework for professional development strategies is proposed, aiming to provide theoretical references and practical pathways for secondary school foreign language teachers to adapt to educational reforms and achieve professional growth.
subject: Articles
  topic: section
subject: Flipped Classroom
  topic: keywords
subject: Secondary School Foreign Language Teachers
  topic: keywords
subject: Professional Development
  topic: keywords
subject: Teaching Transformation
  topic: keywords
subject: Teacher Competence
  topic: keywords
creator: Qiaoyue Shuai
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-14
publication date: 2026-06-14
starting page: 10
ending page: 21
doi: 10.63313/ESW.9136

The Cultivation Strategies of Viewing Skills in High School English Video Teaching
type: item
description: With the rapid advance of information technology, video has become one of the most important ways to obtain information for modern people. General Senior High School Curriculum Standards: English（2017 Edition, revised in 2020）has added viewing as a new skill which is as important as listening, speaking, reading and writing. As the significant part of multimodal discourse, video discourse is the main object to view. Video teaching can help students to learn culture nature, enrich life experience and form correct values. However, some educators have insufficient understanding of the viewing skills. They often simply ask students to watch videos but not guide students to dig deeply into the content of them. Therefore, this thesis is to illustrate how to guide students to apply viewing strategies and cultivate high school students’ viewing skills in video discourse based on the pre-viewing, while-viewing and post-viewing mode with teaching cases.
subject: Articles
  topic: section
subject: Viewing Skills
  topic: keywords
subject: Video Teaching
  topic: keywords
subject: Multimodal Discourse
  topic: keywords
creator: Qian Xie
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-14
publication date: 2026-06-14
starting page: 1
ending page: 9
doi: 10.63313/ESW.9135

The Application of Discourse Analysis in English Continuation Writing in Senior High Schools—A Case Study of 2025 National College Entrance Examination New Curriculum Standard Volume II
type: item
description: This paper focuses on the application of discourse analysis theory in the continuum writing in high school English, and takes The English Language Test of the 2025 National College Entrance Examination (New Curriculum Standard, National Volume II) as a case study. Firstly, the development of discourse analysis theory and the related background of continuum writing are sorted out, and the core concepts of discourse, discourse analysis and continuum writing are clarified. Then, this is followed by an in-depth analysis of the discourse of continuum writing in terms of the dimensions of discourse patterns and articulatory coherence. In terms of c discourse patterns, the discourse takes the “problem-solving mode” as the core, supplemented by narrative mode, and constructs narrative conflict through the chain of problem generation—strategy evolution—new problem derivation, which provides a logical guide for the continuation of the writing; in terms of articulation and coherence, the discourse's surface structural connection and deep semantic connection are analyzed from the means of denotation, logical connection, and lexical articulation. The results of the study show that the theory of discourse analysis can effectively guide students to grasp the logic and discourse features of reading and writing. Finally, the results of the study suggest teaching implications, emphasizing the incorporation of discourse analysis in teaching to improve students' discourse comprehension, logical thinking and comprehensive language use ability, and to implement the core literacy requirements of the new curriculum standards.
subject: Articles
  topic: section
subject: Discourse Analysis
  topic: keywords
subject: Continuum Writing
  topic: keywords
subject: Discourse Patterns
  topic: keywords
subject: Articulation
  topic: keywords
subject: Coherence
  topic: keywords
creator: Jia Liu
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 96
ending page: 106
doi: 10.63313/ESW.9133

The Synergistic Path of TBLT and CBLT — A Scenario-Based Task Chain Model for Language Competence Integration
type: item
description: This study proposes an innovative Scenario-Based Task Chain Model to synergize Task-Based Language Teaching (TBLT) and Competency-Based Language Teaching (CBLT), addressing their respective limitations in fragmentation and goal ambiguity. Grounded in Robinson’s task complexity theory and van Lier’s ecological linguistics, the model constructs a three-dimensional reconstruction principle (structural, dynamic, and social) and a four-step design methodology (deconstruction, reorganization, ecologicalization, and evaluation). Through a case study on international business negotiation English courses, the research demonstrates that the situational task chain effectively integrates fragmented CBLT competence units into coherent, context-rich task sequences, fostering learners’ comprehensive language proficiency and strategic flexibility in real-world communication. Theoretical contributions include a dynamic “competence emergence” model, while practical implications involve guiding teacher role transformation and developing industry-specific task chain template libraries.
subject: Articles
  topic: section
subject: TBLT
  topic: keywords
subject: CBLT
  topic: keywords
subject: Scenario-Based Task Chains
  topic: keywords
subject: Language Competence Integration
  topic: keywords
creator: Xiaolan He
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 87
ending page: 95
doi: 10.63313/ESW.9132

Innovative Pathways for Competency-Based Practical Education in Tax Law under the New Liberal Arts Framework
type: item
description: This paper examines competency-based practical education in tax law under the New Liberal Arts initiative, aiming to bridge the gap between traditional teaching and professional needs. By analyzing existing problems in teaching objectives, content, methods and assessment, and adopting competency-based education theory, it constructs a reform framework with backward design, dual-teacher collaboration, virtual-real integration and multi-dimensional assessment. The findings offer a practical path to cultivate high-quality legal professionals capable of responding to complex challenges in the digital economy.
subject: Articles
  topic: section
subject: New Liberal Arts
  topic: keywords
subject: Competency-Based Education
  topic: keywords
subject: Practical Education
  topic: keywords
subject: Tax Law Teaching
  topic: keywords
subject: Teaching Reform
  topic: keywords
subject: Backward Design
  topic: keywords
creator: Ping Wang
creator: Yuhong Li
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-20
publication date: 2026-05-20
starting page: 81
ending page: 86
doi: 10.63313/ESW.9131

Effects of Traditional and AI-Assisted Writing Feedback on L2 Writing Self-Efficacy
type: item
description: Writing self-efficacy is a pivotal motivational construct that exerts profound influence on second language (L2) learners’ writing engagement, persistence, and long-term academic performance. Writing feedback, as a core pedagogical intervention, serves as a primary external source shaping learners’ self-efficacy beliefs. Over the past decades, feedback practices in L2 writing have evolved from conventional teacher-centered modes to multi-agent models incorporating peer, self, and artificial intelligence (AI)-assisted feedback. This study systematically reviews theoretical frameworks, empirical findings, mediating mechanisms, and moderating factors concerning how traditional and AI-assisted feedback influence L2 writing self-efficacy. Drawing on a comprehensive analysis of domestic and international research, the review demonstrates that teacher feedback strengthens both cognitive and affective dimensions of self-efficacy, peer feedback fosters vicarious learning and emotional comfort, self-feedback enhances regulatory confidence, and AI-assisted feedback uniquely boosts learners’ beliefs through immediacy, personalization, and affective interaction. Mediators including flow experience, writing anxiety, and academic buoyancy are identified, alongside moderators such as learner proficiency, feedback frequency, and feedback specificity. The review further discusses critical research gaps regarding long-term effect sustainability, the complexity of AI feedback mechanisms, contextual diversity, and methodological limitations. Directions for future research are proposed to advance the field’s understanding of feedback efficacy and inform evidence-based L2 writing pedagogy.
subject: Articles
  topic: section
subject: L2 Writing
  topic: keywords
subject: Writing Feedback
  topic: keywords
subject: Writing Self-Efficacy
  topic: keywords
subject: AI-Assisted Feedback
  topic: keywords
subject: Mediating Mechanisms
  topic: keywords
creator: YanJun Pei
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-20
publication date: 2026-05-20
starting page: 72
ending page: 80
doi: 10.63313/ESW.9130

Deep Reading in Senior High School English: Differentiated Teaching Strategies for Different Genres
type: item
description: This study aims to address the dilemmas of weak genre awareness and homogeneous teaching strategies in senior high school English reading instruction, which hinder students’ in-depth reading competence and the implementation of core competencies. Adopting the methods of experience summarization and case analysis, this research constructs genre-specific, operable deep reading strategies based on deep reading theory and the Activity-based Approach to English Learning. The strategies are tailored to three typical genres: narratives focusing on emotion and narration, expositions concentrating on logic and information, and argumentative texts centering on claims and reasoning. Typical texts from the FLTRP senior high school English textbooks are used for demonstration. The results show that the differentiated strategies can effectively guide students to shift from superficial information extraction to in-depth meaning construction and help teachers carry out targeted teaching. It is concluded that integrating genre features with deep reading is crucial to improving students’ discourse interpretation, logical thinking and critical reflection abilities, thus promoting the cultivation of English core competencies.
subject: Articles
  topic: section
subject: Senior High School English
  topic: keywords
subject: Deep Reading
  topic: keywords
subject: Text Types
  topic: keywords
subject: Reading Instruction
  topic: keywords
subject: Reading Strategies
  topic: keywords
creator: JiaoQian Wang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-19
publication date: 2026-05-19
starting page: 62
ending page: 71
doi: 10.63313/ESW.9129

Dynamic Correlation Between Listening and Interpreting Abilities of Undergraduates Majoring in Translation at Applied Universities: A Longitudinal Study Based on the CSE
type: item
description: This study presents a one-year longitudinal investigation into the dynamic correlation between listening and interpreting abilities among undergraduate translation majors at an applied university — Zhejiang Yuexiu University — within the framework of the China Standards of English Language Ability (CSE). Building on prior cross-sectional research, this study tracks changes in students’ ability levels across four time points, identifies key drivers of improvement, and explores the causal direction of the listening-interpreting correlation. A mixed-method approach was employed, including CSE-based self-assessment questionnaires (modified to a seven-point Likert scale), academic performance analysis, semi-structured interviews, and an AI-driven personalized practising system. Results from 122 valid participants indicate that listening and interpreting abilities show a moderate positive correlation (r = 0.48 at baseline, increasing to r = 0.65 after one year). Cross-lagged panel analysis reveals a unidirectional causal path: listening ability at Time 1 significantly predicts interpreting ability at Time 2 (β = 0.42, p < 0.01), whereas the reverse path is not significant. Low-proficiency students benefit most from intensive listening training, while advanced students (CSE Levels 6–7) exhibit mutual reinforcement. The AI-adaptive training group (n = 25) showed significantly greater improvement in correlation strength (Δr = +0.24) compared with the control group (Δr = +0.09). These findings provide empirical support for curriculum optimization, dynamic assessment, and personalized AI integration in applied university translation programs.
subject: Articles
  topic: section
subject: Applied University
  topic: keywords
subject: Translation Major
  topic: keywords
subject: Listening and Interpreting Ability
  topic: keywords
subject: CSE
  topic: keywords
subject: Dynamic Correlation
  topic: keywords
subject: Longitudinal Study
  topic: keywords
subject: AI Personalized Practice
  topic: keywords
creator: Shiyue Shen
creator: Yue Zhang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 49
ending page: 61
doi: 10.63313/ESW.9128

Research on Strategies for High School English Reading and Writing Instruction from the Perspective of Production-Oriented Approach
type: item
description: In high school English teaching, reading and writing are key skills for improving students' pragmatic competencies. However, current high school English reading and writing instruction suffers from issues such as “the separation of reading and writing” and “the segregation of learning and application”, which hold much sway over the effectiveness of teaching and the enhancement of students' abilities. To address these issues, this paper introduces the Production-Oriented Approach (POA) with the aim of optimizing high school English reading and writing instruction through its theoretical framework and teaching strategies. Firstly, the paper analyzes the shortcomings of traditional teaching models, pointing out that “the separation of reading and writing” leads to a lack of effective input support for students, while “the segregation of learning and application” makes it difficult for students to apply their knowledge to real-life situations. The paper then elaborates on the theoretical connotations of the POA, including its core teaching processes and four teaching hypotheses, emphasizing the use of output tasks as a driving force to achieve a close integration of input and output. Based on this, the paper proposes specific application strategies, such as creating real-life contexts to stimulate students' interest, clarifying output tasks to guide students to read purposefully, providing targeted input to build a "scaffolding" for reading and writing, and enhancing students' reading and writing quality through diverse evaluation methods.
subject: Articles
  topic: section
subject: Production-Oriented Approach
  topic: keywords
subject: Reading and Writing Instruction
  topic: keywords
subject: Strategy Research
  topic: keywords
subject: Teaching Hypotheses
  topic: keywords
subject: Teaching Processes
  topic: keywords
creator: Huan Zeng
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 38
ending page: 48
doi: 10.63313/ESW.9127

A Study on the Theory and Application of the 5E Instructional Model In Authentic Junior High School English Teaching
type: item
description: This study explores the inherent consistency between the 5E Instructional Model and the “authentic context” concept in the new curriculum standard. Based on the teaching case of Simple Past Tense in Unit 7, Grade 7 (PEP), it constructs an implementation path for authentic English teaching in junior high schools. Findings reveal that the 5E Model effectively addresses the dilemma of "inauthentic contexts" in traditional teaching by creating authentic situations, inquiry-based task design, knowledge transfer, and multi-dimensional evaluation, thereby significantly improving students’ language application and real communication competence. The research provides theoretical support and practical references for the reform of authentic English teaching in junior high schools.
subject: Articles
  topic: section
subject: 5E Instructional Model
  topic: keywords
subject: Junior high school English
  topic: keywords
subject: Authentic English teaching
  topic: keywords
subject: Case study
  topic: keywords
subject: Grammar teaching
  topic: keywords
creator: Min Lan
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 31
ending page: 37
doi: 10.63313/ESW.9126

An Investigation into the Practice of Senior High School English Reading Teaching from the Perspective of the Task-Based Teaching Method
type: item
description: Task-based teaching plays a crucial role in enhancing students’ English reading literacy. This paper elaborates on the concept and function of task-based teaching and, drawing on specific lesson examples, explores its pedagogical practice in senior high school English reading. By structuring the teaching process into three stages—“pre-task,” “while-task,” and “post-task” — the study aims to facilitate students’ deep understanding of the text theme meaning, promote the dual de-velopment of reading ability and thinking quality, and ultimately improve stu-dents’ English reading literacy.
subject: Articles
  topic: section
subject: Task-Based Teaching
  topic: keywords
subject: English Teaching
  topic: keywords
subject: Reading Literacy
  topic: keywords
subject: Senior High School English
  topic: keywords
creator: Xiaoyu Li
creator: Guifang Wang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: 21
ending page: 30
doi: 10.63313/ESW.9123

Text Selection Strategies and Teaching Approaches for Multiple Text Reading in High School English Based on Thematic Meaning
type: item
description: High school English reading instruction often relies on close reading of single texts, leading to fragmentation, weak thematic integration, and limited critical thinking. Multiple text reading, which fosters intertextual dialogue, effectively addresses these issues. Guided by unit themes, this approach broadens perspectives and aligns with core English literacy requirements. Using the “Human and Society” theme and taking Unit 4 A Glimpse of the Future (FLTRP) as an example, this paper selects A Boy’s Best Friend and Satisfaction Guaranteed (PEP) for multiple text reading. It designs a thematic-meaning-centered lesson and proposes three text combination strategies: heterogeneous pairings, conflicting viewpoints, and Chinese-Western cultural comparisons. Additionally, a four-stage progressive teaching framework is developed: theme identification to issue generation, comprehensive reading to structured analysis, text comparison to thematic understanding, and thematic elevation to expressive transfer. This framework helps students construct thematic meaning deeply while enhancing critical thinking, cultural awareness, and language proficiency.
subject: Articles
  topic: section
subject: Thematic Meaning
  topic: keywords
subject: High School English Reading Instruction
  topic: keywords
subject: Thematic Meaning Exploration
  topic: keywords
subject: multiple text Reading
  topic: keywords
subject: Text Combination Strategies
  topic: keywords
subject: Deep Learning
  topic: keywords
creator: Heng Ma
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: 11
ending page: 20
doi: 10.63313/ESW.9125

A Comparative Study of The Audiolingual Method and Communicative Language Teaching In Second Language Teaching
type: item
description: This study aims to conduct an in-depth comparative analysis of the application of the Audio-Lingual Method (ALM) and Communicative Language Teaching (CLT) in second language instruction. It will examine the similarities and differences between these two teaching approaches in terms of their theoretical foundations, instructional objectives, pedagogical principles, teaching methodologies, classroom procedures, and assessment systems. The research will further explore their respective strengths and limitations in second language teaching contexts, so as to provide valuable references and insights for pedagogical practice. Ultimately, this study seeks to promote the optimization and innovation of second language teaching methodologies and enhance learning outcomes.
subject: Articles
  topic: section
subject: Audio-Lingual Method (ALM)
  topic: keywords
subject: Communicative Language Teaching (CLT)
  topic: keywords
subject: Second Language Instruction
  topic: keywords
subject: Comparative Study
  topic: keywords
creator: Tiantian Tang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-06
publication date: 2026-05-06
starting page: 1
ending page: 10
doi: 10.63313/ESW.9124

Decoding the “Blue Pulse”: Digital Transformation and Cross-Cultural Narratives in the Communication of Zhejiang's Maritime Culture
type: item
description: Driven by both globalization and digitalization, marine culture has become a key arena for national soft power competition. Zhejiang, as one of the core birthplaces of China’s marine civilization, faces challenges such as outdated traditional narrative methods and insufficient international recognition in its cultural communication. Using “Blue Pulse” as a metaphor, this paper integrates three theoretical perspectives—ecological, cross-cultural, and digital humanities—to propose a path that reconstructs the communication system through digital transformation and activates emotional resonance via cross-cultural narratives. Drawing on theories from communication and cultural anthropology, this study analyzes cases of digital reconstruction of Zhejiang’s marine cultural symbols and develops a triadic communication model: “technology empowerment – narrative reconstruction – audience connection.” Empirical results show that immersive digital technology can enhance cultural perception by 37%, and cross-cultural narratives increase international audience recognition by 29%. This research provides a replicable digital communication strategy for China’s marine culture to go global.
subject: Articles
  topic: section
subject: Blue Pulse
  topic: keywords
subject: Zhejiang Marine Culture
  topic: keywords
subject: Cross-cultural Narratives
  topic: keywords
subject: Communication model
  topic: keywords
subject: Cultural heritage
  topic: keywords
creator: Jia Mei
creator: Huan Cao
creator: Zian Wang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-30
publication date: 2026-04-30
starting page: 54
ending page: 68
doi: 10.63313/ESW.9122

Low-Carbon Restructuring of Core Course Content in Civil Engineering Education Under the Dual Carbon Strategy
type: item
description: Driven by the overarching imperatives of the carbon peaking and carbon neutrality strategy, the low-carbon transformation of the construction industry has imposed fundamentally new requirements on civil engineering talent development. Yet the structural misalignment between the prevailing curriculum and the competency demands of the industry's low-carbon transition has emerged as the central bottleneck constraining the quality of professional training. Grounded in the Outcome-Based Education (OBE) philosophy as its methodological foundation—and guided by the core principles of demand-driven curricula, competency-centered pedagogy, and iterative content renewal—this study proposes systematic reform schemes for four representative core courses: Civil Engineering Materials, Civil Engineering Construction Technology, Civil Engineering and Environmental Protection, and Concrete Structural Design. Each scheme encompasses the restructuring of instructional content through targeted additions and deletions, the upgrading of laboratory components, and the renewal of practical case studies. The findings provide an operationally viable reference pathway for implementing low-carbon education reform at the course level in civil engineering programs under the dual carbon imperative.
subject: Articles
  topic: section
subject: Carbon Peaking
  topic: keywords
subject: Carbon Neutrality
  topic: keywords
subject: Civil Engineering
  topic: keywords
subject: Curriculum Reform
  topic: keywords
subject: Low-Carbon Restructuring
  topic: keywords
creator: Yuyi Liu
creator: Qin Yang
creator: Qianqian Wang
creator: Jiayu Xu
creator: Jiale Yu
creator: Shiyu Yu
creator: Changsheng Geng
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-28
publication date: 2026-04-28
starting page: 38
ending page: 53
doi: 10.63313/ESW.9121

Reconstructing Ecological Justice in the Climate Crisis: A Social Ecocritical Reading of The Long Summer
type: item
description: In the context of the Anthropocene, the climate crisis has evolved from a mere ecological disaster into a systemic crisis with social, political and ethical dimensions. The imbalance of ecological justice has become the core crux hindering the radical solution to climate problems. Kim Stanley Robinson’s The Long Summer, grounded in rigorous climate science, focuses on the existential dilemmas of human society against the backdrop of 21st-century global warming. Through literary representations of geopolitical disparities, class divisions and institutional flaws, the novel exposes the alienation of ecological justice spawned jointly by capitalist modernity, anthropocentrism and geopolitical power games. Taking social ecocriticism as its core theoretical framework and based on the three-dimensional connotations of ecological justice—intragenerational, intergenerational and geopolitical—this paper analyzes the disorder of ecological justice triggered by the climate crisis in The Long Summer, explores the novel’s social-ecological critique of the roots of ecological injustice, and interprets the pathways and value orientations for repairing ecological justice constructed in the text. The study finds that Robinson, using literary narration as a vehicle, deeply integrates ecological critique with social critique and proposes a just framework that transcends capitalist logic, breaks geopolitical barriers and reshapes ecological ethics, providing important literary reference and ideological enlightenment for contemporary Anthropocene climate governance and the reconstruction of ecological justice.
subject: Articles
  topic: section
subject: Climate Crisis
  topic: keywords
subject: Ecological Justice
  topic: keywords
subject: The Long Summer
  topic: keywords
subject: Kim Stanley Robinson
  topic: keywords
subject: Social Ecocriticism
  topic: keywords
creator: Ying Liu
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
date: 2026-04-20
publication date: 2026-04-20
starting page: 27
ending page: 37
doi: 10.63313/ESW.9120

The Study on Strategies for Promoting and Maintaining EFL Learning Motivation in Senior High School
type: item
description: Driven by globalization and curriculum reform, this paper aims to examine approaches for motivating and sustaining senior high school student’ engagement in English language learning. Students today commonly suffer from insufficient and unstable learning motivation, primarily stemming from exam-oriented thinking patterns and traditional teacher-centered teaching methods. Enhancing learning motivation is crucial, as it directly determines students’ engagement, persistence, and ultimate academic outcomes. Through theoretical and literature analysis, this paper proposes strategies to enhance high school students’ English learning motivation. On one hand, optimizing external support through differentiated instruction and classroom activities; on the other hand, stimulating intrinsic motivation by empowering students with autonomy, setting personalized goals, and cultivating a sense of accomplishment. The conclusion emphasizes the necessity of adopting systematic teaching strategies to promote the internalization of motivation, thereby transforming students from passive recipients into active, self-directed learners.
subject: Articles
  topic: section
subject: Senior High School Students
  topic: keywords
subject: English Learning Motivation
  topic: keywords
subject: Teaching Strategies
  topic: keywords
subject: Intrinsic Motivation
  topic: keywords
subject: External Support
  topic: keywords
creator: Ting Yang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-16
publication date: 2026-04-16
starting page: 16
ending page: 26
doi: 10.63313/ESW.9119

The Intrinsic Relationship between the English Learning Activity View and the 5E Instructional Model and Its Implications for Junior High School English Reading Teaching
type: item
description: The Compulsory Education English Curriculum Standards (2022 Edition) explicitly advocate the implementation of the "English Learning Activity View,”which encourages students, guided by thematic meaning, to engage in a series of comprehensive,and practical English learning activities—namely, learning and understanding, applying and practicing, and transferring and innovating—to achieve the deep integration of language, culture, and thinking. Meanwhile, the 5E Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate), originating from science education, has gradually gained attention from English education researchers for its emphasis on students’ active construction, inquiry cycles, and conceptual change. This study employs theoretical analysis to explore the intrinsic relationship between the two theories. The findings reveal that both theories share a common foundation in constructivism, converge on a student-centered teaching philosophy, and follow the cognitive logic of "experience—inquiry—internalization—creation” in their practical pathways. Furthermore, the five phases of the 5E model are deeply isomorphic with the three categories of activities in the English Learning Activity View. Based on this relationship, the study proposes implications for junior high school English reading instruction: teaching objectives should shift from "knowledge acquisition” to "meaning construction”; activity design should move from "stacking discrete steps” to "creating a continuum of activities” ; the teacher’s role should transform from "knowledge transmitter”to "learning activity designer”; and evaluation should shift from "result-oriented”to "process-embedded.”
subject: Articles
  topic: section
subject: English Learning Activity View
  topic: keywords
subject: 5E Instructional Model
  topic: keywords
subject: junior high school English reading
  topic: keywords
subject: intrinsic relationship
  topic: keywords
subject: teaching implications
  topic: keywords
creator: Tongtong He
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-16
publication date: 2026-04-16
starting page: 8
ending page: 15
doi: 10.63313/ESW.9118

Research on the Application of Artificial Intelligence in the Deaf Abstract
type: item
description: The global population with hearing impairments exceeds 466 million, including approximately 20.54 million in China. There is a severe shortage of professional sign language interpreters, leaving individuals with hearing disabilities facing multiple barriers in information access, social communication, and educational learning. Artificial Intelligence (AI), leveraging core technologies such as speech recognition, natural language processing, computer vision, and deep learning, has achieved breakthroughs in assistive communication, educational rehabilitation, hearing health management, and public services for the hearing impaired. These advancements effectively bridge the digital divide and enhance the quality of life and social integration of individuals with hearing impairments. This paper reviews key application scenarios, technical approaches, and exemplary cases of AI in the field of hearing impairment, analyzes existing challenges, and outlines future development trends to provide insights for optimizing and implementing AI-assisted disability technologies.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Hearing-Impaired Individuals
  topic: keywords
subject: Speech Recognition
  topic: keywords
subject: Sign Language Interpretation
  topic: keywords
subject: Intelligent Hearing Aids
  topic: keywords
subject: Accessible Services
  topic: keywords
creator: RuiAn He
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
date: 2026-04-06
publication date: 2026-04-06
starting page: 1
ending page: 7
doi: 10.63313/ESW.9117

Exploration on the Path to Prosperity of "Shanshui Qiaocheng"
type: item
description: Against the tide of high-quality economic development, Shanshui Qiaocheng is proactively pursuing transformation. This paper elaborates on how the region keeps pace with the times from four major dimensions. In terms of culture, Qiaocheng deeply explores its local cultural heritage, holds cultural festivals, builds cultural landmarks, strengthens its soft cultural power, and attracts tourists and investors. For technology-enabled agriculture, it introduces modern agricultural technologies, enhances the added value of agricultural products, constructs a smart agriculture system, and promotes the upgrading of the agricultural industry. In automation, it drives the intelligent transformation of the manufacturing industry, improves production efficiency and product quality, and builds a new highland for intelligent manufacturing. Meanwhile, through policy incentives and entrepreneurship support, it attracts college students to return home, injecting fresh blood and innovative vitality into Qiaocheng to jointly compose a new chapter of rural revitalization. In an era intertwined with globalization and modernization, Shanshui Qiaocheng, a region blending natural beauty and profound cultural heritage, needs to base itself on traditions while daring to innovate on its path to prosperity, so as to achieve economic prosperity and social progress through diversified development strategies.
subject: Articles
  topic: section
subject: Traditional Culture
  topic: keywords
subject: Technology-Enabled Agriculture
  topic: keywords
subject: Technology-Driven Rural Prosperity
  topic: keywords
subject: College Students Returning Home
  topic: keywords
subject: Rural Development
  topic: keywords
creator: Lecheng Li
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-31
publication date: 2026-03-31
starting page: 91
ending page: 100
doi: 10.63313/ESW.9116

Challenges and Strategies of Promoting English Teachers' Information Literacy for Professional Development in the Digital Era
type: item
description: Against the backdrop of the widespread application of information technology in education and the rapid development of educational information networks, the construction of educational informatization has become a core driving force for promoting the reform of modern education and teaching, and the requirements for English teachers' information literacy have been correspondingly raised. Different from teachers of other disciplines, English teachers need to integrate information literacy into all teaching links of listening, speaking, reading, writing and translation in combination with the practical and communicative characteristics of language teaching. This paper starts from the connotation and disciplinary characteristics of English teachers' information literacy in the digital age, analyzes the current development situation and prominent problems faced by English teachers in improving their information literacy, especially the development predicament of rural English teachers. On this basis, it explores the professional challenges brought by the digital age to English teachers' information literacy improvement, and puts forward targeted improvement strategies from the individual, school and social levels. It also takes the informatization construction of county-level English education as an example to discuss the practical path of cultivating rural English teachers' information literacy, aiming to provide a useful reference for the professional development of English teachers and the construction of English education informatization in the new era.
subject: Articles
  topic: section
subject: Digital Age
  topic: keywords
subject: English Teachers
  topic: keywords
subject: Information Literacy
  topic: keywords
subject: Professional Development
  topic: keywords
subject: Subject Teaching
  topic: keywords
creator: Xiang Li
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
date: 2026-03-31
publication date: 2026-03-31
starting page: 79
ending page: 90
doi: 10.63313/ESW.9115

Research on the Moral Construction of Scientific Researchers in the New Era
type: item
description: Since the advent of the new era, China’s scientific and technological innovation has entered a stage of high-quality development. As the core driving force behind scientific and technological innovation, the moral attainments of scientific researchers bear a direct bearing on the success of the scientific and technological cause, the advancement of national innovation capacity, and the progress of social civilization. Based on the strategic positioning of scientific and technological innovation in the new era, this paper analyzes the current status and salient problems of moral construction for scientific researchers in China, and combines national requirements for science and technology ethics governance and the practice of academic ecosystem development to propose targeted optimization paths. This study aims to provide theoretical support and practical references for enhancing the moral cultivation of scientific researchers, fostering a healthy and upright research environment, and propelling the sound and sustainable development of China’s scientific and technological undertakings.
subject: Articles
  topic: section
subject: Scientific Researchers
  topic: keywords
subject: Moral Construction
  topic: keywords
subject: Science and Technology Ethics
  topic: keywords
creator: XinYun Wang
rights: Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-27
publication date: 2026-03-27
starting page: 69
ending page: 78
doi: 10.63313/ESW.9114