The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south‐eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self‐efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.

545 college students were investigated by using the self-made questionnaire "College students' use and management of network learning resources". The results show that: (1) college students spent rather little time studying online, and made infrequent visits to online resources such as online courses and professional BBSs, thus the current situation of managing network resources is not optimistic; (2) there exist significant gender diff erences in the way they get network resources, significant major differences in their ability to gain network resources and significant students' source differences in managing network resources; (3) the awareness of managing network learning resources has an important impact on effective management of network resources.Index Terms-college students, use of network learning resources, management of network learning resources

With the further application of multimedia network technology to the field of education, the times of cyber-learning has quietly approached us, which definitely brings new insights into English writing instruction in middle schools. Based on the exploration of the online writing instruction model with the consideration of the characteristics of middle school students, the paper presents the contents and the procedures of online English writing instruction, and the design of suitable writing website which is directed toward5 the implementation of a process-oriented writing environmentwhere fit/I assistance is provided and dynamic interaction is fostered.

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