認知語言學視閾下的英語辭彙教學探索 中式菜名的文化意蘊及翻譯策略 中國大學生「個人主義」文化價值觀調查——以華中科技大學為例 敘事時間照射下的殖民悲歌：論《野草在歌唱》的敘事時間藝術 21世紀以來中國中長篇小說英譯的現狀、趨勢及建議 Self-Regulated Learning in Classroom Interaction in a Summer English Programme Measuring Language Learner Autonomy:Why and How Learning Styles among Non-Native Speakers:A Comparative Study of Chinese and Iranian EFL Learners' Perceptual Learning Styles Use of Stance Adverbs in Academic English. A Comparison of L1 English and L1 Vietnamese Authors' Writing Fostering Learning Autonomy in Teacher-Student Co-Constructive Dialogue: An Example from a Chinese Language Class for International Students in China Cooperative Learning in a Blended Environment:From Interdependence to Autono-my or Vice Versa? Effects of English Learning Motivational Beliefs on Non-English Majors' Use of Motivational Regulation Strategies Autonomy as a Manifestation Reflected from English Learning via Internet after Class Autonomous Learning Ability in MOOC Learning Process The Cultivation of College Students' Learner Autonomy in Information Era Methods and Challenges of Motivating MOOC Learners--An Analysis of MOOC Discussion Forum Posts Personalizing Independent Learning=An Applied Study on Military English Course Based on the Flipped Classroom Relations between Autonomy and Flipped Classroom Teaching Independent Learning and Language Cognition in English Poetry Teaching Autonomous Learning and the Flipped Classroom in Chinese Vocational Schools--A Warming-Up to Student-Centred Learning Emotions and Feelings in Language Advising for Autonomy ESP Materials to Develop Students' Learning Autonomy Student Voice in Digital Classrooms. The Use of Digital Tools for Continuous Student Feedback Collection Autonomy in Foreign and Second Language Teaching:Case Studies of Novice English Teachers in Shenzhen and Hong Kong Chinese Students' Perspectives on the Role of Language Learning Advisors in Fostering Learner Autonomy in a UK University Rethinking Learner Autonomy:A Narrative Analysis of Learners' Experiences Fostering Learner Autonomy through Continuous Student Feedback in Pursuit of Praxis and Establishment of I-Thou Dialogue in an EFL Classroom
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