China’s College English Teaching Guide (daxueyingyu jiaoxuezhinan) was implemented in the year of 2017 to promote EFL teaching at tertiary level in accordance with the development of the educational cause and the whole country. Against this backdrop, teachers, as the agents of change, are supposed to adapt themselves to the changing landscape regarding classroom implementation, teaching research, and self-improvement. In this special issue, we would like to zoom in to how EFL teachers in China perceive and understand the curriculum requirements in the new era, how they make intentional efforts to get better prepared for the change, and how they negotiate with both the facilitators and the impediments for self-realization and educational improvement. Our inquiry here will attempt to reveal the continued salience of EFL teachers’ beliefs and practices and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large.

Aims and Scope:

1. Teacher beliefs
2. Teacher practices
3. EFL teachers
4. Curricular reforms
5. Classroom implementation
6. Teacher learning