This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs). Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with fewer assignments and tests. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students' passiveness and lack of responsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of unwillingness to participate. The discussion centers on this dilemma and offers some suggestions for English teachers.

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This article describes what literature circles are, how they are applied in an EFL college level children's and adolescent literature course, and how they support the students' literary and literacy learning. On reading English texts, many college students in Taiwan have been driven by external incentives such as tests and grades, and most of them lack motivation to read English texts. They have little choice or ownership of their reading, and they write formal book reports or take multiple-choice tests after reading an English novel. Because of this type of reading education, the students are not accustomed to creating their own meaning of the text, and they are not used to read English texts for enjoyment. To create a low-risk environment for the EFL college students to practice reading and discussing English literary works, the researchers applied literature circles in the children's and adolescent literature course. The results show that literature circles motivate the EFL college students to conduct independent reading, and they support the students' literary and literacy learning.

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Abstract. Based on MOOC, the teaching mode of flipped classroom in the university, help to improve the quality of university learning, realize the purpose and function of university study, provide experience for the reform of other courses. Mainly from four aspects of the teaching procedure, teaching strategy, quality evaluation and guarantee factors to build the flipped classroom teaching mode based on MOOC. What is MOOCShort for MOOC is the Massive Open Online Course, namely the large scale network Open courses. MOOC in the current information technology background, has its unique advantages.MOOC characteristics has the following courses:(1)the tool resources diversification: MOOC curriculum integration of a variety of social networking tools and various forms of digital resources, form a diversified learning tools and rich curriculum resources.(2)course is easy to use: break through the limitation of traditional course of time, space, learners can learn at home rely on the Internet all over the world famous universities at home and abroad.(3)course re-description: break through the traditional limit enrollment, learners can satisfy the large-scale courses.(4)courses in autonomy: MOOC course has high enrollment rate, but also has high dropout rate, which requires the learner with strong independent learning ability to finish the course content. Value analysis based on Mooc in flipped classroomFlipped classroom is the teaching model of the common concerns for education workers all over the world, is also longed for the forefront of education concept shadow with MOOC. At present, most of the education with flipped classroom in China stay at practice and research stage based on the micro classroom [1].MOOC focus on learners' autonomous learning. For example, focus on learners' interaction between each other, learning time, place, learning progress, etc without special requirement, and so on. However, if only by the students to participate in the MOOC study, there are some unavoidable disadvantages. Learners are difficult to stick to it, for example, MOOC registered person many, who rarely; When learners have confused guidance teacher to make a quick tutorial and answering questions and so on. And the flipped classroom teaching mode is a kind of traditional classroom teaching and video before class learning activities, to achieve the status of students as the center of new teaching mode [2]. Based on MOOC university study with flipped classroom teaching model, which using the MOOC before classroom such as video and online evaluation of teaching and the classroom teaching, such as teachers' leading and answering questions in the classroom, students' interaction and display, etc. So the combination of teaching can fully carry forward the "long" MOOC, avoid the "short", to improve the quality of university learning.MOOC emerged as a newly emerging things in the field of education, different scholars to research the depth and breadth of its are very different. The further study of MOOC should consider the following co...