Second Life (SL) is a three dimension virtual world imagined and created by its users. To explore various facets of language learning within SL, faculty members of an American university and a Chinese university took an evaluation research approach to search for appropriate ways to integrate SL into an EFL (English as a Foreign Language) program. This paper reports a part of the research efforts with a focus on the Chinese students' perspectives of an EFL Program in SL. Specifically included in this paper are (a) the Chinese students' perceived technology readiness to use SL for EFL learning, (b) their perceptions of SL, and (c) the EFL Program implemented in SL. The paper reviews related literature and theoretical support, describes the study's context and its implementation procedures, and discusses the evaluation results and implications. Finally, the paper shares with the audience some considerations for integrating SL into an EFL program.

A community is socially organized around relationships as a result of seeking a common ground that builds upon “community by kinship, of mind, of place, and of memory” (Sergiovanni, 1994, p. xvi). Participating in the activities of others and contributing to cooperative doings may reveal identity construction in the social process of forging a community. Such a communitybuilding process is further reinforced by its members’ increased belonging and shared identity, values, norms, communication, and supporting behavior. However, along with the rapid postmodern technological developments, the notion of community has changed as current community involves “virtual as well as actual, global as well as local” (Palloff & Pratt, 1999, p. 25). As a result, a relationship-focused rather than place-based community has expanded the parameters of community concept, as is the case with networked-learning community. Seen in this light, this article examines the notions of community, of learning community, and of networked-learning community that is related to technological developments. A discussion of trends, issues, and strategies that can be used to foresee, solve, and maximize learning outcomes in the networked online learning environments will also be addressed.

To study the similarities and differences of English websites of Chinese and foreign construction multinational companies, six representative multinational companies of construction industry in China and foreign countries were selected as the research objects and named "China group sample" and "foreign group sample". Under the guidance of Eco-translatology theory, the localization strategy of CSCEC English website translation from three aspects of linguistic, cultural and communicative dimensions were feasible, and had a good effect on solving the shortcomings of "China group sample". In the process of website translation, translators should play a central role, actively adapt to the translation ecological environment of the target language, and make a reasonable choice of customization. Based on the theory of Eco-translatology, the research on translation localization strategy of "China group sample" English website was conducted to make up for the lack of research on the localization of English website translation of Chinese construction multinational companies, providing the basic theory for the localization strategy research of this type of multinational enterprise website translation in China.

The low quality of MTI talent training has become a consensus in the industry, and improving the MTI talent training quality is consistent with the OBE philosophy that is oriented at students' learning outcomes. In this paper, based on the OBE philosophy, strategies are proposed to improve the quality of MTI talent training from two aspects: the talent training mode and curriculum setting. Outcome Based Education Philosophy The OBE mode first appeared in the basic education reforms in the United States and Australia. Since it was founded by Spady W.D. in 1981, it has been sought after by the educational circles all

Human beings are social creatures who habitually communicate with each other and share among themselves. Human interaction is the interchange of suppositions, intentions, and meanings. As a vital thinking and socializing tool, interaction is essential for every human activity and is a complex symbolic process in which meaning is created and negotiated as persons in conversations coconstruct their social realities (as cited in Comeaux, 2002). In fact, “The formation of opinion takes place through conversation of individuals with members of groups to which they belong or through that inner conversation of thought which is outer conversation imported into the mind” (Mead, 1938, p. 616). Mead’s “inner conversation of thought” supports the claim that human beings are meaning driven by not only the result of social interaction, but also meanings reprocessed through interpretation (Blumer, 1969).