Discusses two compulsory reading courses offered simultaneously for English language majors in China: Intensive reading (IR) and extensive reading (ER). Discusses how the role of IR has been challenged over the last two decades. Suggests that IR is still a valuable approach but that teachers need to revise their methods and procedures. (Author/VWL)

Discusses four possible ways to conduct language-acquisition activities in the foreign-language classroom: (1) vivid linking; (2) story retelling; (3) self-directed statement; and (4) role playing. (Author/VWL)

Describes a case study carried out in an intensive English program where students had the opportunity to produce their own videos. To provide choices for this diverse student population, different courses were created that address student needs and interests in various ways. (Author/VWL)