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Neutrophils and macrophages are critical for antiviral immunity, but their reciprocal regulatory roles and mechanisms in the response to viral infection remain unclear. Herein, we found that the ion channel Piezo1 directs neutrophil extracellular trap (NET) formation and regulates macrophage functional differentiation in anti-influenza virus immunity. Genetic deletion of Piezo1 in neutrophils inhibited the generation of NETs and M1 macrophage differentiation while driving the development of M2 macrophages during viral infection. Piezo1-directed neutrophil NET DNA directly regulates macrophage differentiation in vitro and in vivo. Mechanistically, neutrophil Piezo1 deficiency inhibited NET DNA production, leading to decreased TLR9 and cGAS-STING signalling activity while inducing reciprocal differentiation from M1 to M2 macrophages. In addition, Piezo1 integrates magnesium signalling and the SIRT2-hypoxia-inducible factor-1 alpha (HIF1α)-dependent pathway to orchestrate reciprocal M1 and M2 macrophage lineage commitment through neutrophil-derived NET DNA. Our studies provide critical insight into the role of neutrophil-based mechanical regulation of immunopathology in directing macrophage lineage commitment during the response to influenza virus infection.

The present study investigated the effect of written languaging (WL) based on indirect written corrective feedback (WCF) on Chinese EFL (English as a foreign language) learners’ written accuracy. WL refers to using the written mode to reflect upon and reason about language use. Two groups of students participated in the study over 16 weeks. Both received indirect WCF on four essays, with one group further engaging in WL and the other, without. Baseline writing and its revisions, respectively used as pre-tests and posttests, as well as immediate and delayed revisions of the four essays were employed to measure the two groups’ written accuracy. Data analyses revealed that although both groups significantly improved their written accuracy, no significant differences were observed between them, signifying the insignificant role of WL in enhancing the efficacy of indirect WCF. In light of published literature and participants’ languaging quality, the study concludes that WL could play a diagnostic role in promoting the efficacy of indirect WCF.

As one of the most important components of the innate immune system, neutrophils are always at the forefront of the response to diseases. The immune functions of neutrophils include phagocytosis, degranulation, production of reactive oxygen species, and the production of neutrophil extracellular traps (NETs). NETs are composed of deconcentrated chromatin DNA, histones, myeloperoxidase (MPO) and neutrophil elastase (NE), playing an important role in the resistance to some pathogenic microbial invasions. Until recent years, when NETs were found to play a critical role in cancer. NETs play bidirectional regulation both positive and negative roles in the development and progression of cancer. Targeted NETs may provide new therapeutic strategies for the treatment of cancer. However, the molecular and cellular regulatory mechanisms underlying the formation and role of NET in cancer remain unclear. This review just summarizes the recent progress in regulatory mechanisms about the formation of NETs and their role in cancers.

In L2 pedagogy, collaborative writing has been employed as a task for facilitating language learning, and language proficiency is often taken as a primary yardstick for pairing learners. Yet studies about the effect of proficiency pairing on language learning in pair writing have obtained mixed findings, and few studies have examined how proficiency pairing affects learners’ scaffolding strategy use. The present study, following a sociocognitive approach, investigated the effects of proficiency pairing on Chinese EFL learners’ language learning and scaffolding strategy use in pair writing. The study recruited three groups, respectively, including four high–high pairs, four high–low pairs, and four low–low pairs. An analysis of the 12 dyads’ dialogues elicited from pair writing revealed that low–low pairs produced more language-related episodes (LREs) and resorted to more scaffolding strategies than high–high and high-low pairs did while high–high and high-low pairs successfully resolved more LREs than low–low pairs did. The findings were discussed with reference to such mediating variables as task nature, interaction pattern, and task orientation. Pedagogical implications were drawn in the conclusion.

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

The word processing depth hypothesis implies a positive association between learners' wordprocessing and their lexical learning. In research, learners' task-inherent involvement load(i.e., word processing) has not been found to be consistently associated with their lexicallearning. Meanwhile, existing studies have not obtained consensus results, either, from directlyassociating learners' actual word processing and their lexical learning. Against this backdrop,this paper reports a study investigating the association between Chinese EFL learners' actualword processing and their lexical learning in performing a collaborative oral output task.Interactional and statistical analyses revealed that the participants engaged in four typesof word processing; their overall word processing was significantly correlated with boththeir productive and receptive word acquisition and retention; their different types of wordprocessing were significantly correlated with their productive word learning, but showedvariances in correlations with their receptive word learning. The findings were discussedfrom the perspectives of word processing in collaborative output, word processing and lexicallearning, and word processing and different modes of lexical learning.

Intestinal epithelial cells (IEC) are crucial for regulating intestinal local immunity to potentiate mucosal barrier function, but the mechanism remains unclear. In this study, we showed that the nicotinamide adenine dinucleotide (NAD )-dependent enzyme SIRT3 in IECs is required for local T cell differentiation in colorectal cancer and colitis. Modest IEC SIRT3 overexpression reduces the secretion of proinflammatory cytokine IL-1β and inhibits IFNγ-producing CD4 T cells (T 1) and cytotoxic T lymphocytes (CTLs) differentiation. IEC SIRT3 deficiency enhances the production of IL-1β and promotes local T 1 and CTL differentiation in limiting colorectal cancer growth and aggravating colitis. Mechanistically, SIRT3 deficiency promotes IEC functions through quinolinic acid (QA)-mediated NAD synthesis for limiting tumor growth. Microbiota-derived 3-hydroxyaminobenzoic acid is the source of intracellular QA in IECs. IL-1β-IL-1R1 signaling is required for IEC SIRT3 deficiency-induced T 1 and CTL differentiation in cancer. Thus, our findings showed that microbiota-derived QA is used as an alternative source of replenishing the intracellular NAD pool induced by SIRT3 deficiency to regulate IEC and T cell function, which has implications for targeting IECs as an approach to the treatment of immune-associated diseases, including colorectal cancer and colitis.

This study investigates the roles of collaborative output, the modality of output, and word engagement in vocabulary learning and retention by Chinese-speaking undergraduate EFL learners. The two treatment groups reconstructed a passage that they had read in one of two ways: (1) dyadic oral interaction while producing a written report (Written Output); (2) dyadic oral interaction followed by an oral report (Oral Output). A control group completed a reading comprehension task (Reading) based on the same passage. Four posttests revealed that Oral Output led to significantly better productive and receptive lexical learning than Reading all the way to the last posttest. Written Output led to significantly better productive and receptive lexical learning than Reading on posttest 2, but not on posttests 3 and 4. However, the difference in lexical learning between the Written and Oral Output conditions did not achieve significance. Interaction analysis found that the Oral and Written Output groups differed in the types of word processing they favoured as well as in the frequency of their word engagement. The article discusses the reasons why collaborative output facilitates lexical learning; considers the association between the Output performers’ word engagement and lexical retention; and suggests what might have contributed to the better success of the Oral Output group in their lexical retention.

Researching L2 Task Performance and Pedagogy: In honor of Peter Skehan, by Zhisheng Wen & Mohammad Javad Ahmadian (Eds.), John Benjamins, 2019, XXIII + 328 pp., 36.00€ (Paperback), ISBN 978-90-272-0336-6.