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A study is reported of the performance and attainment of 32 students from overseas studying elementary Chinese as a foreign language (CFL) in a Chinese university. With an AB-BA design, they were asked to use two forms of writing media to present two essays: one a word-processed essay entitled "My Favourite Female" and the other a conventional hand-written essay entitled "My Favourite Male". The essays were marked by experienced Chinese language experts and the learners' impression of using each type of writing medium was gathered via questionnaires and interviews. Inferential statistics showed that the students performed significantly better when using a word-processor, and they thought that completing writing tasks using pencil-and-paper and word-processors were markedly different. Most of them felt that their work was more professional when produced on a word-processor. A small number of students considered that writing by hand in Chinese was aesthetically pleasing, but they appreciated the convenience of writing in words spelled and written correctly by the computer. Inter-marker consistency was more homogeneous for essays written on the computer. In conclusion, word-processors are suggested as the preferred writing medium for beginning learners of CFL.

This paper examines whether and to what extent data-driven learning (DDL) activities can improve the lexico-grammatical use of abstract nouns in L2 writing. A topic-based corpus was compiled to develop concordance learning activities, and 40 Chinese students majoring in English were randomly assigned to a control group or an experimental group. At the prewriting stage, both groups were given a list of five abstract nouns: the experimental group was provided with paper-based concordance lines to study the collocations of the words, while the control group was allowed to consult dictionaries for the usage of the words. The written texts of the pre-test, immediate post-test, and delayed post-test were analysed and compared between and within groups. The results showed that the written output by the experimental group, as compared with the control group, contained a higher variety of collocational and colligational patterns and had fewer linguistic errors in using the target abstract nouns. The post-experiment learning journals and questionnaires administered to the experimental group further confirmed that concordance activities encouraged usage-based learning, helped students notice the lexical collocations and prepositional colligations of the target words, and thus improved accuracy and complexity in their productive language. Despite these positive findings, potential problems of using concordance activities for independent learning were also reflected in the students' written output and reported in the learning journals.

The medical field is facing a physician-scientist shortage, threatening future medical research and development. Medical institutions can contribute to developing physician-scientists by stimulating students' involvement in research. In this study, a medical undergraduate teaching module to develop research skills and encourage interest in research was held in Chongqing, China. Undergraduate medical students at Chongqing Medical University completed research skills training. Before and after the training, an online, anonymous, self-reported questionnaire was administered. The self-reported questionnaire investigated students' demographic characteristics, students' perception of attitudes toward conducting research, research skills (e.g., identifying and utilizing information, critical appraisal of literature, paper writing, and understanding of research), and feedback on scientific research training. The module was implemented with 25 students from July 2019 to October 2019, and 96.0% (N = 24) of participants responded to the questionnaire both prior to and after the training. In the evaluation of research skills, results showed that use of appropriate tools for research (Z = -3.340, p < 0.01), students' ability to undertake a focused literature search (Z = -3.40, p < 0.01), identifying and utilizing information (Z = -3.34, p < 0.01), and paper-writing skills (Z = -3.49, p < 0.01) were significantly improved after the undergraduates participated in the scientific research training. A qualitative analysis of the feedback showed that students found that the training helped to enhance their knowledge, improve their study scores, and motivate them to conduct research in the future. Early scientific research ability training strengthened the research skills of medical undergraduates and motivated them to pursue research.

Family income questions in general purpose surveys are usually collected with either a single-question summary design or a multiple-question disaggregation design. It is unclear how estimates from the two approaches agree with each other. The current paper takes advantage of a large-scale survey that has collected family income with both methods. With data from 14,222 urban and rural families in the 2018 wave of the nationally representative China Family Panel Studies, we compare the two estimates, and further evaluate factors that might contribute to the discrepancy. We find that the two estimates are loosely matched in only a third of all families, and most of the matched families have a simple income structure. Although the mean of the multiple-question estimate is larger than that of the single-question estimate, the pattern is not monotonic. At lower percentiles up till the median, the single-question estimate is larger, whereas the multiple-question estimate is larger at higher percentiles. Larger family sizes and more income sources contribute to higher likelihood of inconsistent estimates from the two designs. Families with wage income as the main income source have the highest likelihood of giving consistent estimates compared with all other families. In contrast, families with agricultural income or property income as the main source tend to have very high probability of larger single-question estimates. Omission of certain income components and rounding can explain over half of the inconsistencies with higher multiple-question estimates and a quarter of the inconsistencies with higher single-question estimates.

Purpose: Smartphone-based questionnaires have advantages compared with their paper versions, but there is a lack of consistent research on depressive disorder questionnaires. This study aimed to assess the equivalence between the paper and smartphone versions of the Quick Inventory of Depressive Symptomatology-Self-Report (QIDS-SR16) and Patient Health Questionnaire-9 (PHQ-9) for patients with depressive disorders in psychiatric hospitals in China. Patients and Methods: This was a randomized crossover study of 110 depressed patients recruited from the outpatient department of Beijing Anding Hospital from March 2016 to September 2018. Group 1 completed both the QIDS-SR16 and PHQ-9 in paper format and then completed the smartphone version 1– 2 h later. Group 2 completed the scales in the reverse order. Reliability was evaluated using intraclass correlation coefficients (ICCs) with 95% confidence intervals (CI). The expected ICC was 0.9 (α=0.05). Results: The overall ICC score of the QIDS-SR16 paper and smartphone versions was 0.904 (95% CI: 0.861– 0.934), and the ICCs of each item ranged from 0.769 to 0.923. The overall ICC score of the PHQ-9 paper and smartphone versions was 0.951 (95% CI: 0.929– 0.967), and the ICCs of each item ranged from 0.779 to 0.914. Conclusion: This study demonstrated the equivalence of the paper and smartphone versions of the PHQ-9 and QIDS-SR16 in depressed patients in China. [ABSTRACT FROM AUTHOR]

This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the "Vocabulary Learning Questionnaire" (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

Few studies have been conducted at the tertiary level on Content and Language Integrated Learning (CLIL). The current study aims to gather and share preliminary data concerning CLIL in higher education at several universities in different countries. A questionnaire and brief description of the project and its objectives were emailed to all teachers at a Spanish university listed as having taught content courses in English in the last academic year, and to all the Language Center directors within the network with instructions to pass the questionnaire along to the CLIL teachers at their respective universities. The questionnaire was answered by 168 teachers, with 79% of responses (n = 133) coming from four universities in Spain, Malaysia, People's Republic (P.R.) of China, and Turkey. The questionnaire results were exported to Excel and analyzed using statistical software. This preliminary phase of the research project, in which quantitative data has been analyzed, shows that CLIL teachers are intrinsically-motivated, language proficient, and aware of the need to adapt material to the bilingual classroom. In the next, qualitative phase of the project, issues regarding English language assessment, use of L1 in the classroom and scaffolding will need to be analyzed in depth in order to propose guidelines for future good practices and bilingual teacher training. [This paper was presented at the "Jornadas Internacionales de Innovación Universitaria" ("JIIU") (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]

This paper reports a series of research studies on the use of automated writing evaluation (awe) in secondary and university settings in China. The secondary school study featured the use of awe in six intact classes of 268 senior high school students for one academic year. The university study group comprised 460 students from five universities across the country. The teaching experiment included the introduction of an awe tool, Writing Roadmap, to the English as a Foreign Language classroom and offering support to the teachers. A mixed-methods approach in the form of quasiexperimental research design, questionnaires, interviews and journals were undertaken to evaluate the efficacy of the teaching experiment. In this paper, we summarize the results of these studies in relationship to implementation, teacher and student attitudes, effects on writing and revision processes, and impact on writing test score outcomes. We also discuss the key factors affecting the successful integration of this technology in the classroom.

This paper reports on the development and validation of the classroom assessment (CA) for self-regulated learning (SRL) Questionnaire (CASRLQ), a questionnaire intended to measure to what extent CA practices are SRL supportive. The original CASRLQ, consisting of 32 items to represent five SRL-supportive CA dimensions, was constructed and administered to a sample of 469 Grade 11 students. However, the preconceived structure was not supported. We then used the same dataset (split into two) to explore and verify a new factor structure employing exploratory and confirmatory factor analyses. The questionnaire was then revised. A new sample of 630 Grade 11 students were surveyed to confirm the structure of the revised questionnaire. The final form of the CASRLQ consisted of 28 items and addressed seven CA features: assessment tasks, student choice, self-assessment, peer-assessment, instruction, teacher feedback, and CA environment. The CASRLQ proved to be a reasonably reliable and valid instrument suitable for use in quantitative investigations on CA-SRL-related topics. It could also offer some guidance for teachers' CA practice.

With the development of globalization, English is clearly spoken by many more non-native than native speakers, which raises the discussion of English varieties and the debate regarding the conformity to Standard English. Although a large number of studies have shown scholars' attitudes towards native English and non-native English, little research is conducted from the point of college students until recently. This paper focuses on Chinese college students' perceptions of native English and non-native English in order to offer insights into the mainstream English language teaching in terms of its exclusive reference to English as a native language in China. This paper draws on the data contributed by 50 Chinese university students through questionnaires. The questionnaire responses displayed a superficial preference for native English and a potential inclination for non-native English in EFL classrooms. The article argues that factors behind the attitude point to the need of changing mainstream English teaching.

This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is conducted in classroom writing assignment to illustrate the alignment-oriented approach. Results show that learners show great interest in their reading materials. Besides, learners report being greatly influenced by their reading experience in their writing process, for instance, their lexical choices, writing coherence and tense usage. In this alignment-oriented approach, several factors should be paid great attention to, such as appropriate selection of materials and relevant task perception. It is hoped that this proposed approach can provide insights and implications to other EFL teachers and promote more in-depth studies in EFL writing research.

A considerable number of studies have investigated students' learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students' activities in class and outside of class are closely related to their learning outcomes, self-regulated learning and future development of transition strategies. However, the relationship between Chinese basic education and students' choices of activities outside of class has rarely been addressed. Using mixed research methods, this paper examines the relationships between Chinese students' basic education and their choices of English activities at university. The results showed that the participants' basic education and senior high school rankings had significant influences on their choices of learning activities out of the class at university level. The paper also highlights occurrences beyond the classroom in the 21st century China.

The cultural information transferred by language is an important part of Business English teaching. Therefore, teachers of Business English should not only improve the language level of the students, but also develop the students' cross-cultural understanding. The cultivation of intercultural business communication (IBC) competence could not be realized by one or several courses, it must be emphasized through the entirety of Business English teaching. For example, elements of intercultural training should be reflected in Business English teaching materials, classroom discourse, teaching activities, and teaching methodology. This paper analyzed the afore-mentioned elements of IBC competence. Utilizing literature reviews and questionnaires, it also revealed problems in teaching and cultivating IBC competence in Business English curriculum and examined what obstacle Chinese students experience in intercultural communication. The author of this paper proposed three principles that should be followed while integrating IBC competence and Business English teaching in order to realize the simultaneous increase of course knowledge and IBC competence, and to further students' professional knowledge, English language ability, and intercultural business fluency.

The educational reform based on information technology at college has been paid high attention recently in China, which aims at using educational informatization to drive educational modernization and bringing online education into the reform and development strategy of the overall higher education. To promote the educational informatization is not only the inevitable choice of the reform and development of Chinese education; it is also an important means and way to realize the internationalization of the education development. In the background of the development of education system, for the reality is that the teaching way in our university is basically the traditional teaching mode, the paper is to do action research on college English writing based on information technology from the perspective of MOOCs. This paper mainly discusses how to filter to use information technology in network teaching environment in order to help teachers build education concept in the information age, and guide students to truly put themselves into autonomous learning and mobile learning, so as to improve students' innovative writing ability.

This paper investigates the informationization situation of preschool education taking Linxia City in Gansu province. The analysis was conducted by the mean of questionnaire survey and individual interview which was collected in July 2013 in seven ethnic counties in Hui autonomous prefecture of Linxia. As a typical ethnic region, Linxia can reflect the overall minority situation in preschool education informationization in Gansu province, China. The purpose of this paper is to seek suitable early childhood education more practical and constructive solutions exploring the information road of preschool education and providing effective decision support for the development about the related preschool education in Gansu ethnic regions as a whole.

Internet based education media are developing at an amazing rate and being seen as an upstart that will likely take the place of traditional education means worldwide in the future. This paper presents the results of a comparative analysis on user preferences for four major categories of internet-based media used in China. In this paper, we first sort the current pervasive media into four different types and summarize their different characteristics, then we classify the users by two-step clustering analysis, based on which we finally figure out the preference of each user cluster and identify the major influencing factors.

According to modular theory, there are interactive effects between the central modules and language modules. The central cognition may deploy and redeploy resources from language modules. Moreover, the language modules can activate the cognitive ability. So this paper studies the spontaneous speech of students who learn English as a foreign language, to check whether activated syntactic module could speed up speech processing or not, and whether activated semantic module could also influence selection of syntactic structures. Therefore, this paper mainly conducts a qualitative study on English subjunctive mood based on the analysis on related syntactic and and semantic factors in Chinese learners' spontaneous speeches, aiming at exploring the influence of syntactic and semantic modules on subjunctive mood learning. The result shows there are interactions between syntactic module and semantic module: the activation of either module will speed up speech processing of the other. Therefore in the teaching of Chinese learners' English spontaneous speech, the teachers should take measures to strengthen the input of the language modules in an applicable atmosphere, so that the two modules can reinforce each other, thus improving students' spontaneous speech ability effectively.

This paper explores how to teach English writing to big classes in China from the task-based perspective. Based on a comparison between the traditional 3Ps approach and the tasked-based approach, the paper proposes a practical linear procedure as to how to teach English writing in the task-based classroom to big classes. An empirical study is conducted in the form of questionnaires to test the effectiveness of this task-based procedure to foreign language writing in the Chinese EFL setting. Results show that the task-based approach is effective to teach big classes English writing, as it deepens students' understanding of the task-based approach and enhances various aspects of writing. However, there are several factors calling for future attention, such as teachers' roles, monitoring and evaluation in the practice of task-based instruction. It is hoped that this proposed procedure of task-based approach can serve as an inspiration for other foreign language teachers and stimulate more studies in task-based learning and teaching.

Cross-cultural communicative ability is an important ability that college students should have in modern society. A successful cross-cultural communication is based on several factors. The basic one is the understanding of the target language culture. In order to avoid unnecessary misunderstandings it is necessary for college students to know western culture and also form the ability to express Chinese culture appropriately in English. This paper did an empirical study among non-English majors to test the present ability and the differences between college students who passed CET-4 and those who did not. The results showed that the former performed better than the latter, but both were far from satisfying. Based on these findings, this paper provides some measures to enhance their ability in this field.

Background: The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear. Aim: To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions. Methods: A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions. Results: Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students' self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases. Conclusion: Both real patient and digital triggers are helpful in improving students' clinical problem-handling skills. However, real patients provide greater benefits to students. [ABSTRACT FROM AUTHOR]

The study reported in the present paper focused on the expectations of and concerns about the impending semester-long study abroad of students from a prestigious Chinese university. Data were collected via questionnaires and semi-structured interviews. Analyses of 33 questionnaires and 15 semi-structured interviews yielded the following main findings: (1) the participants joined the exchange program for various motivations such as improving English, experiencing the host culture and broadening their views, and cultivating cultural awareness, (2) they held fairly high expectations from the exchange experience. They hoped to benefit from the experience in every aspect such as enhancing English proficiency, becoming more mature and independent, and interacting more effectively with people from diverse cultural backgrounds, (3) they, to varying degrees, believed that the exchange experience would be valuable to their academic and personal life and their future career, and (4) the majority participants had worries and concerns about their stay abroad such as culture shock, classroom participation, intercultural interaction, and language barrier. Consequently, the paper suggests an orientation or program should be provided by the home university to prepare students better for their study and life abroad prior to their sojourn.

From the connotation of bilingual education in higher education in China, this paper analyzes the factors that may affect the quality and result of bilingual education, such as faculty and students' English level, teaching materials, curriculum system, classroom instruction, teaching quality control, as well as incentives and other factors. The paper focuses on Fuzzy-AHP model as a university bilingual education quality evaluation system, and build an evaluation index system for quality control of bilingual teaching. It also conducts quantitative analysis using analytic hierarchy process and fuzzy comprehensive evaluation on the degree of the bilingual education of business courses in Guangdong University of Foreign Studies (GDUFS), China. By selecting evaluation indicators and using analytic hierarchy process, the paper determines corresponding weight of the indicators. It also establishes sets of standard on evaluation and fuzzy relationship matrix, and conducts an empirical study on the degree of bilingual education of business courses in GDUFS. The paper has certain theoretical and practical significance for bilingualism in higher education in China.

Business English education concern is of great significance. Business English for International Trade in Guangdong University of Foreign Studies (GDUFS) is widely acclaimed, and it is also a popular major. GDUFS has adopted the slogan "Learn from East and West, moral integrity and direct behavior". It is a famous cradle of learning, where complex and capable persons are educated. Through review and reflection into the findings of the practice of business English in GDUFS and other instructions, this paper is aimed at analyzing the situation of the present curriculum, identifying existing problems such as the misbalance between the English courses and Business courses based on the theory of Needs Analysis, and then make some suggestions to increase the percentage of the Business courses and Business practices. In this way, this paper can serve as a reference for the curriculum construction of Business English for International trade in GDUFS.

With the development of society, oral English teaching and learning has been the top in English teaching and learning in china. This paper reports a survey conducted at North China Electric Power University on the barriers for learners of oral English learning in China. Questionnaires with both close-ended and open-ended questions were distributed to the students. By means of quantitative and qualitative research methods, this paper analyzes the difficulties the surveyed students have in oral English learning, examines to what degree the obstacles hinder the oral English learning in china and explores effective approach to oral English teaching and learning in conclusion.

In China, English classroom is the main place of English language acquisition. Therefore, how to improve English classroom teaching effectively has become the scholars' concern. This paper reports a study conducted at North China Electric Power University on the functions of western cultural nonverbal behaviors in English classroom in China. Questionnaires with both close-ended and open-ended questions were distributed to the students. By means of quantitative and qualitative research methods, this paper analyzed the functions of western cultural nonverbal behaviors in English classroom and found that: 1) as a foreign language teacher you need not only to speak foreign language but also transmit cultural knowledge to students; 2) the nonverbal behaviors which reflect the western culture can have the positive effects on second language learning; 3) Non-verbal behavior should be involved in the teaching and learning processes.

The practical writing course aims at helping students have a comprehensive understanding of writing subjects and improve their abilities of analyzing and understanding texts. This paper has explored how writing textbooks are used in the writing course and pointed out that the aim should be to help students improve their ability of analysis and cultural consciousness, increase the amount of reading and improve their ability of summarizing, read more subjects and strengthen their consciousness of stylistics. This paper also noticed some problems in students' writing through the questionnaires and gave further analysis.

Through a questionnaire and a survey, the paper analyses the present College English teaching and the contributing factors for the ineffective College English teaching. Based on the analysis, the paper suggests four countermeasures to improve College English teaching quality. According to this paper, only when teachers and educational workers continue to learn modern foreign language teaching theory, reform teaching methods and patterns, instruct students in adjusting learning strategies, train students' intercultural communication competence, and enhance the construction of College English course, can we improve the teaching effect and students' practical English competence.

Theoretical and practical implications of incorporating Quick Response (QR) codes in a traveling international art exhibition are addressed in this paper. Blending the physical and virtual dimensions, the exhibition undergirded a pilot study of the integration of technology into traditional museum settings in both China and the United States. The conceptual and methodical framework highlighted in this study included the participatory museum, informal education, and an array of evaluation research methods and techniques. Data collected for analysis comprised a set using Google Analytics, questionnaires completed by exhibition visitors, and other in-depth qualitative findings collected from participating artists from both cultures. This paper shows that the technological aspects of display can lead directly to participatory learning with the potential for new directions and avenues of inquiry.

Researchers have theorized that cultural emphasis on education plays a major role in explaining Asian students' achievement. While Asian parents often view education as the main vehicle for upward social mobility, the social and cultural make-up of Asian societies and the context within which education is conducted in Asia often clash with the modern approaches and methodologies adopted into Asian classrooms. Contemporary approaches to education especially in relation to autonomous, learner-centred and online philosophies though theoretically supported and statistically proven successful in the west have been slow to capture Asian learners' interest and engagement. This paper discusses some of the reasons for the problems and challenges that need to be confronted prior to the introduction and effective implementation of autonomous online learning programmes. It further describes an attempt at confronting the above issues through a research project conducted by group of academics from the National University of Malaysia. The paper concludes by featuring some of the principles and strategies employed in the online programme developed for the research and the implication of their use on learner engagement to online autonomous learning programmes.

This paper initiates an investigation of the college students' MI (multiple intelligences) distribution in English class. The participants are a group of Chinese sophomores from different majors: city planning, tourism, software engineering, financial administration and arts of English. With a view to make the investigation more specified in students' English learning activities, the paper doesn't use other existing MI scales, but specifies research items on Chinese college students' activities in their EFL (English as a Foreign Language) class. The result reveals students' overall and comparative MI distributions among different majors, which provides English teachers in China with fundamental information about college students' varieties, as well as referential information for English teachers in other EFL countries.

This paper first based on the theory of cooperative learning research. It analyses the characteristics and advantages of cooperative learning under the multimedia network environment. And then take China Three Gorges University and Taiwan I-Shou University English major students for example, using questionnaires and interviews to investigate the students' cooperative learning in the network environment. Survey results showed that cooperative learning teaching mode has been widely used in English classrooms across the Taiwan Strait. Students think highly of cooperative learning in the multimedia-aided, and it can have a positive effect on learning; but on cooperative learning ability and the specific learning process, students still have some problems. Nowadays, cooperative learning in the network environment has various ways, but there exist certain differences in the learning styles across the Strait. Taiwan students rely more on teachers' help and teachers' feedback, while students in mainland depend mainly on networking and panel discussion. On qualitative analysis of interview is a supplement to the questionnaire and further explore its deeper causes, which provide valuable evidence for the study and learning practice. Finally, according to the comparative analysis, the author puts forward some constructive suggestions.

This paper uses Edgar Dale's Audio-visual Learning Theory and Jean Piaget's Constructionist Learning Theory as the theoretical framework to conduct two control experimental tests and a questionnaire research to investigate students' impression and expectations toward WeChat public account based mobile learning mode as well as its validity, advantages and shortcomings. The findings of the research are as follows: (1) students who use the WeChat public account based mobile learning mode can perform better in acquiring knowledge and passing examinations than non-users; (2) students' mobile learning habits find a good basis for their acceptance of the new WeChat learning mode; (3) most students respond to the new WeChat learning mode with a positive attitude, and universities can introduce this mode into the course design; (4) this new WeChat learning mode helps students learn literature in the aspects of interest stimulation, ability improvement and literature content learning; (5) WeChat mobile learning is only an extension of the current form of learning and cannot replace the current traditional school education; (6) Mobile learning mode based WeChat public account is an important teaching aid for teachers in the aspects of information dissemination, interactive mode and updated contents; (7) The experience of improving the current mobile learning model of WeChat public account can be enriched from students' feedback. It is hoped that WeChat mobile learning will efficiently activate students' learning potentials and promote English and American literature teaching innovation.

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers' roles and functionings in the process of learners' cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers' mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers' mediation, however, have different perceptions in the frequency of teachers' mediation. Teachers' actual employment on mediation is weaker than their beliefs on the importance of it.