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While feedback literate teachers play critical roles in enhancing feedback efficacy and students' learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue, this study draws from the notion of teacher feedback literacy to explore two second language (L2) writing teachers' feedback practices in the context of L2 writing for doctoral publishing at a Chinese research-intensive university. The analysis of the interviews, classroom observations and such textual data as the participants' profile sheets and course materials informs the development of a contextualised, two-dimension framework of teacher feedback literacy, encompassing feedback design and process management. The first dimension features an integrated, purposeful and enabling design of feedback practices that aligns with the design of curriculum and teaching, and addresses specific pedagogical goals and practical constraints arising from the teaching context. The second dimension involves meticulous management of feedback process to ensure effective feedback enactment in teaching, contributing to developing student feedback literacy. This dimension underscores students' skills development, as well as internal and external feedback interactions characterised by varying patterns of student feedback engagement. The paper concludes with implications for L2 writing feedback research and practices. [ABSTRACT FROM AUTHOR]

A growing body of research has provided evidence for the foreign language effect on thinking, notably decision-making. Our prior work found reduction of recency effect following positive feedback in a foreign language as compared to the native tongue during even-probability gambling. However, the fundamental mechanisms underlying this effect remain unclear. The present study, therefore, aims to probe into this by engaging Chinese-English bilinguals in a functional magnetic resonance imaging version of our gambling task, which required participants to make decisions between playing and leaving equal-odds bets whilst manipulating language and valence of feedback. Results showed fewer 'play' choices following positive feedback presented in English relative to Chinese while no cross-language differences were observed after negative feedback. This valence-dependent language effect on risk-taking behaviour was supported by a language-emotion-decision neural circuit involving interplay between the right lingual gyrus, left fusiform gyrus, and right inferior frontal gyrus. Overall, our findings suggest valence-differential mechanisms of the foreign language effect in the risky decision. That is, the use of a foreign language in feedback presentation attenuates emotional reaction to positive feedback and thus diminishes subsequent risk-taking behaviour. Differently, negative counterparts seem to trigger detachment from negative emotion, leading to dissociation between feedback-encoding and decision-making. [ABSTRACT FROM AUTHOR]

We draw on Bakhtin's dialogic construct of 'double-voicedness' to explore Chinese international doctoral students' responses to their non-Chinese supervisors' language feedback and their reasoning of the responses. Results show that the students respond to supervisors' language feedback in four ways: no revision, faithful revision, extended revision and self-initiated revision. Through negotiations with culturally differentiated voices, the students accomplish a dual process of responding to supervisors' language feedback and (re)constructing their scholarly identity. These voices are across time (e.g. past, present and future) and space (e.g. China and New Zealand), constructing who they are and who they want to be. We suggest developing a more culturally-responsive and empowering intercultural pedagogy to facilitate international doctoral students' (re)construction of scholarly identity in feedback practice and academic writing, as well as in the wider context of intercultural doctoral supervision.

Previous studies have demonstrated the effective enhancement of initiation stability in the combustor of a rotating detonation engine through the use of a pre-detonator. However, when a stable detonation propagates from a small-diameter pre-detonator into a larger-diameter combustor, a brief failure occurs, followed by the re-initiation of the detonation wave. This failure is attributed to detonation diffraction as the wave passes through a sudden expansion section. This study systematically investigates the phenomenon of detonation diffraction and re-initiation through 2D numerical simulations. The effect of the diameter ratio between the pre-detonator and combustor on detonation propagation is examined by adjusting the diameter ratio D/d in the range of 1.1–2.7, where D and d represent the diameters of the larger (corresponding to the combustor) and smaller (corresponding to the pre-detonator) tubes, respectively. Various modes of detonation propagation and the corresponding evolution of the detonation wave are observed. The results reveal that as the detonation wave propagates through the sudden-expansion section, it diffracts at the corner and then rapidly decouples at the boundary. For D/d less than 1.3, the detonation wave can maintain its propagation by adjusting the structure of the cell distribution, referred to as the supercritical mode. As D/d increases, the detonation wave experiences initial failure followed by re-initiation, corresponding to the critical mode. When D/d exceeds 2.6, complete failure of detonation occurs and cannot be re-initiated, resulting in the sub-critical mode. Notably, under the critical mode, the distance LDDT required for re-initiation linearly increases with D/d (LDDT = 41.48(D/d) + 4.30). Additionally, the pressure of the triple point near the wall, formed by the convergence of the reflected shock wave, transmitted wave, and precursor shock wave, determines the possibility of local detonation initiation, which induces re-initiation in the testing tube. It is proposed that when the pressure of the triple point exceeds the theoretical pressure of post-shock (Ppost-shock), a local overdriven detonation occurs. Furthermore, when the convergent point of the transmitted shock wave propagates along the central line and passes through the flame front, local detonation can be induced as well. This study systematically illustrates the details of diffraction and re-initiation when the detonation wave passes through a sudden-expansion section. [ABSTRACT FROM AUTHOR]

Previous research has shown that using foreign languages reduces cognitive biases. Here, we investigate whether this foreign-language effect extends to self-related cognition – in particular, the self-positivity bias, which refers to automatic association of oneself with positive information and has a facilitation role in maintaining mental health. We applied event-related brain potentials and oscillations in the implicit association test where Chinese–English bilinguals responded to category words (self vs. others) and attribute words (positive vs. negative) in either their native language Chinese or their foreign language English. In response to Chinese words, a self-positivity bias occurred, indexed by a positive D -score in reaction times as well as by smaller N200, larger P3-like/LPC responses, and lower alpha desynchronization when self words were associated with positive relative to negative traits. However, the bias was diminished in the English context. Overall, our findings provide important implications for language choices when self-protective mechanisms should be enhanced. [ABSTRACT FROM AUTHOR]

We draw on Bakhtin's dialogic construct of 'double-voicedness' to explore Chinese international doctoral students' responses to their non-Chinese supervisors' language feedback and their reasoning of the responses. Results show that the students respond to supervisors' language feedback in four ways: no revision, faithful revision, extended revision and self-initiated revision. Through negotiations with culturally differentiated voices, the students accomplish a dual process of responding to supervisors' language feedback and (re)constructing their scholarly identity. These voices are across time (e.g. past, present and future) and space (e.g. China and New Zealand), constructing who they are and who they want to be. We suggest developing a more culturally-responsive and empowering intercultural pedagogy to facilitate international doctoral students' (re)construction of scholarly identity in feedback practice and academic writing, as well as in the wider context of intercultural doctoral supervision. [ABSTRACT FROM AUTHOR]

As English gains prominence globally, the rise of English-medium instruction (EMI) education is particularly notable in Asian regions, especially mainland China. While policy decisions drive the adoption of EMI, its practical effectiveness hinges on various on-the-ground factors, with teacher satisfaction being of utmost importance. A teacher’s level of satisfaction can profoundly impact instructional quality, thereby affecting the successful implementation and reception of EMI in classrooms. Recognising this crucial link, this study investigates the job satisfaction of Chinese EMI teachers, focusing on its interplay with self-efficacy, burnout, and self-perceived classroom language proficiency. The latter, often overlooked, is essential as it has a direct impact on teachers’ ability to deliver content effectively and confidently, which in turn influences their job satisfaction. Drawing from 107 EMI teachers from multiple universities in mainland China, a conceptual model, detailing the dynamics of job satisfaction, was formulated and tested using a Structural Equation Modelling approach. The findings reveal a positive correlation between self-efficacy and job satisfaction, and a negative correlation with burnout. Intriguingly, classroom language proficiency shows a partial correlation with job satisfaction, significantly mediating the relationship between self-efficacy and job satisfaction but not between burnout and job satisfaction. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]