"I just want them to learn." The intended role of Teacher's Book shaped by its writer's understanding of the local EFL teachers.

These past few years, programs of local English as a foreign language (EFL) textbook development were launched to adapt to the newly issued English Curriculum Standards in China. They not only develop Student's Books but also write Teacher's Books as an integral part of their work. How to write a Teacher's Book that exactly meets the non-native speaker (NNS) language teachers' needs was a long-time concern, but few studies have been conducted to address the concern empirically.

The Effect of Joint Production on the Accuracy and Complexity of Second Language Writing.

Although written corrective feedback and collaborative writing have been extensively researched in second language writing, there have been few ecologically valid classroom-based studies. To bridge the gap, the current study proposed joint production as a pedagogy to integrate teacher-scaffolded feedback and collaborative dialogue and aimed to examine its effect on the development of second language writing. A quasi-experimental study was undertaken on two intact groups of EFL learners over an academic semester of 18 weeks.