We examined the relationship between English as a Foreign Language (EFL) teachers' interpersonal behaviour and students' fluency in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were asked to assess their teachers' interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach's a reliability coefficients for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared when student background variables were taken into account. Results also indicated a discrepancy between students' perceptions of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal style based on Chinese students' perceptions.

The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.

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The impact of social dimensions (e.g., parental involvement) on second language literacy acquisition is not well studied in the field . Although quite a few studies report immigrant parents' belief and perspectives of their children's second language reading and writing, it remains unknown for school teachers and second literacy specialists the steps that immigrant parents take to improve their children's second language learning after the children leave school. This longitudinal case study intends to fill the gap by profiling an ESL child's early second language writing development, from day one of the child's American schooling to the time when the child received above grade level instruction. The detailed data in naturalistic settings are valuable evidence of effective parental intervention in second language acquisition. Due to the parents' linguistic and educational background, their home literacy practices at the early stage of a child's second writing development are invaluable for classroom teachers. Some of their strategies are also applicable for immigrant parents who don't know where or how to start helping their children learn their second language well.

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