English fever is prevailing around the globe. Mastery of the language has become a crucial step in enhancing international competitiveness and socio economic status. Although there are numerous web sources for self-access learning, classroom instruction and assessment still remain significant in facilitating learning process and improving learning performance.

Since late 1970's, theories of communicative language teaching, constructive learning, sociocultural interaction, and formative / performance assessment have made a great impact on discussions of language teaching and provide guidelines for teachers to change their practices and integrate different interaction modes into the classrooms. With the help of computer technology, classrooms have expanded beyond the four walls and into cyberspace. While we are facing assorted language learning theories and educational policies, we take a new look at the role and function of classroom instruction and assessment, examine whether theories can inform and inspire our classroom practices. Only by changing from within can we make a difference in teaching and learning.

This is a conference that focuses on different methods involved in English teaching and learning. It aims to provide a brand new forum to discuss classroom instruction and assessment by integrating the community of English teachers and researchers. It is hoped that in the conference, our sharing observations and dialectic conversations can instill new energy into the classroom and bring out more efforts to enact change.