The course design has been paid attention to by both teachers and administrators. However, for a long time, some problems, such as the fragmented course design, and the repeated teaching contents, have existed in the college English curriculum for non- English majors from undergraduates, graduates and Ph. D students in the mainland China. Based on the ESP “learning-centred” approach, this study intends to construct an integrated curriculum system to help solve these problems through three main features of the integrated curriculum system: systematicness, hierarchy and openness. To investigate the feasibility of the course system, the combination of quantitative and qualitative research methods were used through questionnaire, text analysis and interview. The results show that, 1. This curriculum system can avoid the repetition of the course content. The fragmented curriculum design and the needs from the nation, society and students can be met through the systematicness, hierarchy and openness. 2. This system can facilitate teachers’ teaching reform and research interest because they have more choices to adapt the materials from students’ disciplines besides textbooks. This curriculum system is hoped to provide a possible way to meet the nation, society and students’ needs in the Chinese tertiary context.

This study used a qualitative method to explore a teacher’s use of motivational strategies in an English for specific purposes (ESP) course and students’ perceptions. An English teacher in a business English class and her 32 students were recruited. The class was observed three times: at the beginning, in the middle, and at the end of the course. Two semi-structured interviews with the teacher were conducted: one before classroom observation, and the other after observation. Interviews with the students were conducted after each classroom observation. The teacher used seven motivational strategies to create a supportive and relaxed classroom atmosphere, and five strategies to facilitate students’ language learning. Most students’ perceptions of the teacher’s use of motivational strategies were positive. However, the students perceived a gap between their expectations for the course and their experiences. Finally, the article concludes by offering insights into the implications and constraints related to pedagogy.

This research explores the dependency on and patterns of artificial intelligence (AI) usage in English language learning among public university students in Bangladesh. The study aims to investigate the reasons behind students' reliance on AI tools, the types of information they seek, and the extent of their dependence. A mixed-method approach, combining both quantitative surveys and qualitative in-depth interviews, was employed to gather data from 120 students. The findings reveal that AI tools, particularly Grammarly and Duolingo, are widely used to improve academic writing, grammar, and vocabulary. Students perceive these tools as highly effective for language learning, as they provide instant feedback and make learning more accessible. However, the study also highlights significant concerns regarding the limitations of AI tools, such as their inability to grasp contextual understanding, cultural nuances, and the risk of over-reliance, which may hinder the development of critical thinking and metacognitive skills. Despite these concerns, students recognize the utility of AI tools as a complementary resource rather than a replacement for traditional learning methods. The research suggests that AI tools should be integrated into language learning in a balanced manner, with attention to equity in access and the development of students' higher-order thinking skills. It also emphasizes the need for policy interventions to address the digital divide and ensure that all students, particularly in resource-limited environments, have equitable access to these transformative tools.