In the digital age, language learning by way of Internet technology has been popular among learners and the traditional classroom teaching is being replaced by virtual learning due to the pandemic. The upcoming technologies presenting a number of challenges for language teachers are changing teaching and learning environment. The models of virtual language learning require learners to be more cooperative to construct their own learning pace. A new scaffolding instruction is booming in terms of language education to promote linguistic and academic development. Different from the traditional classroom education, it is necessary for instructors to provide scaffolds for the students to enter the situation, set up a support and explore the differences with independence. The effect of good scaffolding instruction can optimize the virtual language learning in such aspects as cooperative learning and quality control and facilitate the learners’ development on critical thinking with the ultimate purpose of independent learning.

This paper probes into the construction of academic English learning environment in colleges and universities from the perspective of educational ecology. This paper aims to construct academic English learning environment from the perspective of educational ecology by constructing a teaching community, organizing learning activities, using tool mediation, and optimizing the social and material environment. Understand the construction effect through a questionnaire survey. The results show that among the 1000 surveyed students’ average satisfaction with the five elements of the learning environment, the teaching community is 4.6355, the learning community is 4.8963, the learning activity is 4.6987, the tool intermediary is 4.9258, and the social material environment is 4.2536, indicating that the students’ satisfaction is high. From the perspective of educational ecology, the construction of academic English learning environment in colleges and universities can effectively optimize teaching and learning community and help to enhance students’ motivation, cultivate learning interest, and improve practical ability. The construction effect is worthy of recognition.

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This paper investigates the influences of self-esteem and self-control on Chinese students' academic performance taking online English classes. This paper also studies the role of study habits in the relationships among self-esteem, self-control, and academic performance. Data were gathered through validated instruments utilized in the past literature from the 103 Chinese students taking online English classes. Our findings reveal that higher self-esteem and self-control have positive and significant implications for academic achievement. Moreover, study habit mediates the relationship between self-esteem, self-control, and academic achievement. Lastly, the importance and relevance of the determinants of academic performance have been elaborated.