Bacterial infection can delay wound healing, causing wounds to deteriorate and even threaten the patient's life. Recently, although many composite hydrogels as wound dressing have been developed, it is still highly desired to construct photothermal hydrogels with antimicrobial and antioxidant properties to accelerate the infected wound healing. In this work, a hyaluronic acid (HA)‐based composite hydrogel consisting of a dopamine‐substituted antimicrobial peptide (DAP) and Iron (III) ions is developed, which exhibits photothermal‐assisted promotion and acceleration of healing process of bacteria‐infected wounds. DAP, serving as both antimicrobial agent and ROS‐scavenger, forms Schiff's base bonds with aldehyde hyaluronic acid (AHA) and iron‐catechol coordination bonds to reinforce the composite hydrogel. The presence of Fe3+ can also promote covalent polymerization of dopamine, which endows the hydrogel with photothermal capacity. The in vitro and in vivo experiments prove that the composite hydrogel can effectively accelerate the infected wound healing process, including antibacterial, accelerated collagen deposition, and re‐epithelization. This study suggests that the multifunctional composite hydrogel possesses remarkable potential for bacteria‐infected wound healing by combining inherent antimicrobial activity, antioxidant capability, and photothermal effect.

Embedded in interactive and participatory Web 2.0 applications, the complex experiences of English as a foreign language (EFL) learners in the digital age have triggered considerable interest in mobile-assisted language learning (MALL). Abundant research notwithstanding, much remains to be explored in MALL, leaving unknown the multifaceted effects of specific technological applications on various aspects of learning. Placed in China’s higher education context, the present mixed-methods study characterised by an exploratory sequential design intends to fill this gap by focusing on TikTok use in EFL learning. The initial qualitative study indicated EFL learners’ contrasting perceptions of TikTok use in formal learning, centring on its possible effects on global language proficiency, speaking proficiency and affective learning typified by motivation for general language learning, motivation to speak English volitionally and willingness to communicate. Further quantitative research demonstrated that MALL, wherein TikTok was used to supplement classroom-based teaching, did not exert the profound effects on language learning as suggested by the qualitative participants and in previous literature and that learners were less motivated for English learning and communication, though their extrinsic motivation in speaking English increased. Despite the contradiction between these findings with previous ones, this preliminary study is assumed to be significant as it necessitates a critical attitude towards MALL in general and TikTok-assisted EFL learning in particular, encouraging researchers to re-examine these issues in different socio-educational contexts and urging educators to ponder whether it is sensible to implement MALL with the assistance of digital applications, and if so, how to make it as efficacious as anticipated.

Aggregated gold nanoparticles (AuNPs) in response to the acidic microenvironment of bacterial infection sites upon near-infrared (NIR) light irradiation provides a facile approach against bacterial infection. Generally, the aggregation of...

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