This special column presents three papers authored by five language education experts from China. These papers employ diverse methodologies, including phenomenological studies, quasi-experimental designs, and qualitative case study research. They delve into captivating topics such as identity, investment, motivation, Integrated Performance Assessment (IPA), and Data-driven learning (DDL). These studies provide valuable insights into the complexities of language learning and identity formation within the context of English as a Foreign Language (EFL) in China. The second article presents a compelling year-long longitudinal study that delves into the evolving motivational dynamics of intermediate learners of Chinese as a Second Language (CSL) at a Sino-US joint-venture university in China during the COVID-19 pandemic. The third article provides an insightful exploration into the use of Data-Driven Learning (DDL) in Chinese language learning, specifically investigating the cognitive processes of six learners of Chinese as they engage with printed concordance-based materials for learning Chinese resultative constructions, a challenging aspect of the language acquisition process. Furthermore, the authors advocate for increased research attention on language education practices in less economically prosperous regions and to facilitate research efforts directed towards socially disadvantaged groups to promote diversity, equity, and inclusion in ELT and language education more broadly.