IntroductionThis systematic review aims to present the characteristics of the recent research in gamified EFL/ESL instruction, benefits and drawbacks of using gamification in EFL/ESL instruction, and gamification elements.MethodsThe researchers carried out database search in both Web of Science and the Scopus for relevant articles using 15 related key terms. Finally, forty journal articles aligned with the inclusion criteria.ResultsThe results found that gamification has been widely utilized in more than ten non-English-speaking countries and various English language skills, which indicated that gamification has gained popularity in facilitating EFL/ESL learning. The benefits of using gamification included improving students’ English language skills and abilities, positively affecting students’ attitudes and emotional responses, providing an authentic language learning environment and cultivating students’ comprehensive competence. The drawbacks of using gamification mainly included the technical problems, short-lived positive effect, and the negative influence caused by the gamified competition, and so forth. The most frequently used gamification elements were feedback, points, quiz, digital badges, leaderboard, and reward, followed by progress bar, story-telling, challenge, videos, time limit, and competition.DiscussionThe results provide a better understanding of the state of using gamification in EFL/ESL instruction in recent years. It will be useful for researchers seeking to understand and evaluate gamification as well as to practitioners interested in using gamification.

The present study aimed to investigate whether diminazene attenuates myocardial infarction (MI) in rats. In addition, the present study investigated whether ACE2 signaling was involved in the effects of diminazene on protein function. A rat model of acute myocardial infarction (AMI) was established by occlusion of the left anterior descending coronary artery. The AMI model rats received intraperitoneal injections of diminazene (5 mg/kg/day) for 3 days. Treatment with diminazene significantly inhibited the expression of casein kinase and lactate dehydrogenase, and reduced infarct size in AMI rats. The findings indicated that diminazene significantly reduced the levels of inflammatory factors including tumor necrosis factor‑α and interleukin‑6, suppressed the protein expression of cytochrome c oxidase subunit 2 (COX‑2) and inducible nitric oxide synthase (iNOS), and activated angiotensin‑converting enzyme 2 (ACE2), angiotensin II receptor type 1 (AT1R) and MAS1 proto‑oncogene, G protein‑coupled receptor (MasR) protein expression in AMI model rats. In conclusion, the present study demonstrated that diminazene attenuated AMI in rats via suppression of inflammation, reduction of COX‑2 and iNOS expression, and activation of the ACE2/AT1R/MasR signaling pathway.

With the internationalization of higher education, more Chinese students are pursuing their postgraduate study in English-medium instruction (EMI) institutions abroad. Related studies have mostly investigated EMI policies and implementation and students’ attitudes; however, they have not examined how Chinese students cope in English-as-a-second-language environments, specifically in academic writing. This study examines Chinese students’ perceptions of English academic writing, difficulties, and coping strategies to complete academic writing requirements in Malaysian universities. Respondents, totalling 128, filled out a 51-item questionnaire. T-test was used for data analysis, and nine students were selected for qualitative interview. The results indicate significant differences in participants’ chances of practicing English writing before and after studying in Malaysia. Although they experienced challenges, such as insufficient prior English writing practice, lack of knowledge in English academic terms and expressions, and difficulty in identifying research gaps, they succeeded with help from teachers, peers, and workshops. Implications for EMI are provided.

Abstract-Yu Opera China Women (some translated it into Our Company, pinyin: Xiāng Hún Nǚ) (2000) has been well received by audiences for its simple folk description, vivid characters, touching story lines, stunning stage backgrounds and exquisite stage performances. The opera describes a story of Xiangxiang and Huanhuan, mother-in-law and daughter-in-law, two generations of women in the reform and opening up years in the twentieth century in China. These Chinese women try to break the shackles of fate, with the strength to overcome hardships, work hard to gain wealth, and be brave to pursue true love, so it has a strong sense of feminism. However, rooted in the deep traditional Chinese culture, Xiangxiang and Huanhuan are always struggling between tradition and modernity, and they make difficult choices along with the awakening of women's consciousness.