i) This volume incorporates a wide range of ESL/EFL contexts, including Australia, Britain, Macau, Hong Kong and Mainland China. ii) This volume covers various aspects of English teaching and learning, including teaching approach, teacher identity, vocabulary learning, writing, learner perception, learning beliefs, motivation, anxiety and assessment. iii) The contributors utilize differing research methods, including quantitative, qualitative and case studies. iv) This book demonstrates a fairly recent trend on teaching and researching Chinese ESL/EFL learners in the 21st century. v) Professor Brian Paltridge, who has published widely in TESOL, has been invited as one of the special contributors.

i) This volume incorporates a wide range of ESL/EFL contexts, including Australia, Britain, Macau, Hong Kong and Mainland China. ii) This volume covers various aspects of English teaching and learning, including teaching approach, teacher identity, vocabulary learning, writing, learner perception, learning beliefs, motivation, anxiety and assessment. iii) The contributors utilize differing research methods, including quantitative, qualitative and case studies. iv) This book demonstrates a fairly recent trend on teaching and researching Chinese ESL/EFL learners in the 21st century. v) Professor Brian Paltridge, who has published widely in TESOL, has been invited as one of the special contributors.

This study explores the field of EFL (English as a foreign language) classroom learning within three formal learning institutions in Beijing. Via questionnaires and reflective journals, this book examines various aspects of Chinese EFL learners' anxiety, motivation, English-learning and test-taking strategy use, and the interactive effect of these variables on their achievements in English: manifestations, general patterns, differences in terms of gender, proficiency level and learning contexts, coping strategies and so on. Complicated statistical analyses, coupled with content thematic analyses, reveal that (1) around a third of the respondents experienced anxiety in English class; (2) the respondents were (highly) motivated both instrumentally and integratively to learn English, and were generally more instrumentally than integratively motivated; (3) the participants had a medium use of English learning and test-taking strategies; (4) among the six categories of English-learning strategies, compensation and memory strategies were the most and least frequently used respectively; while mixed findings were revealed about the use of the six categories of English test-taking strategies; (5) significant differences existed in most of the measured variables among the samples from different universities and among those at different proficiency levels; (6) mixed findings were found concerning gender differences in the measured variables; (7) the measured variables generally significantly correlated with one another and the students' performance in English; and (8) the SEM results of the four samples were generally similar, however, some striking differences existed due to certain reasons.