Pub Date : 2022-12-18DOI: 10.25073/2525-2445/vnufs.4865
Phạm Ngọc Thạch, Nguyễn Hoàng Dương, Đặng Đình Quân, H. Quý, Nguyễn Xuân Thắng, T. Thành, Đinh Thị Hải
Bài viết trình bày kết quả thử nghiệm một ứng dụng học tiếng Anh di động có tên M-learning với hơn 300 người học là học sinh phổ thông và sinh viên đại học. Sử dụng phương pháp thống kê mô tả và suy diễn để phân tích dữ liệu thu được từ hai đợt thử nghiệm ứng dụng, nghiên cứu cho thấy có sự khác biệt rất lớn về mức độ tham gia và hoàn thành các bài luyện có trong ứng dụng và tính tự chủ của đối tượng tham gia thử nghiệm còn hạn chế. Tuy nhiên, kết quả phân tích dữ liệu cho thấy có mối tương quan giữa số lần đăng nhập vào ứng dụng, hoàn thành bài luyện, hoàn thành câu hỏi, thời gian học và kết quả làm bài luyện. Nghiên cứu có ý nghĩa thực tế trong việc xây dựng và thử nghiệm ứng dụng di động học tiếng Anh cho thanh thiếu niên Việt Nam, đặc biệt là tầm quan trọng của việc hình thành, nuôi dưỡng và duy trì tính tự chủ của nhóm người học này.
{"title":"HỌC TIẾNG ANH DI ĐỘNG: THANH THIẾU NIÊN VIỆT NAM ĐÃ TỰ CHỦ HỌC CHƯA?","authors":"Phạm Ngọc Thạch, Nguyễn Hoàng Dương, Đặng Đình Quân, H. Quý, Nguyễn Xuân Thắng, T. Thành, Đinh Thị Hải","doi":"10.25073/2525-2445/vnufs.4865","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4865","url":null,"abstract":"Bài viết trình bày kết quả thử nghiệm một ứng dụng học tiếng Anh di động có tên M-learning với hơn 300 người học là học sinh phổ thông và sinh viên đại học. Sử dụng phương pháp thống kê mô tả và suy diễn để phân tích dữ liệu thu được từ hai đợt thử nghiệm ứng dụng, nghiên cứu cho thấy có sự khác biệt rất lớn về mức độ tham gia và hoàn thành các bài luyện có trong ứng dụng và tính tự chủ của đối tượng tham gia thử nghiệm còn hạn chế. Tuy nhiên, kết quả phân tích dữ liệu cho thấy có mối tương quan giữa số lần đăng nhập vào ứng dụng, hoàn thành bài luyện, hoàn thành câu hỏi, thời gian học và kết quả làm bài luyện. Nghiên cứu có ý nghĩa thực tế trong việc xây dựng và thử nghiệm ứng dụng di động học tiếng Anh cho thanh thiếu niên Việt Nam, đặc biệt là tầm quan trọng của việc hình thành, nuôi dưỡng và duy trì tính tự chủ của nhóm người học này.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128319911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4735
N. T. Hương
Legal English, a style of ESP (English for Specific Purpose), is an indispensable factor contributing to the development of legal field. It cannot be denied that legal English reading comprehension plays an important role in learning legal English as it sets the basis for other skills. This present research, which makes use of survey questionnaires as the main method, aims to identify difficulties in legal English reading comprehension encountered by English majored students at Hanoi Law University. The results reveal that the majority of the participants have troubles in terms of linguistic aspects of legal English language, background knowledge of law subjects and psychological factors. It is expected that these findings do propose a number of suggestions for teachers in legal English teaching process.
{"title":"DIFFICULTIES IN LEGAL ENGLISH READING COMPREHENSION TO ENGLISH-MAJORED STUDENTS AT HANOI LAW UNIVERSITY","authors":"N. T. Hương","doi":"10.25073/2525-2445/vnufs.4735","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4735","url":null,"abstract":"Legal English, a style of ESP (English for Specific Purpose), is an indispensable factor contributing to the development of legal field. It cannot be denied that legal English reading comprehension plays an important role in learning legal English as it sets the basis for other skills. This present research, which makes use of survey questionnaires as the main method, aims to identify difficulties in legal English reading comprehension encountered by English majored students at Hanoi Law University. The results reveal that the majority of the participants have troubles in terms of linguistic aspects of legal English language, background knowledge of law subjects and psychological factors. It is expected that these findings do propose a number of suggestions for teachers in legal English teaching process.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116319508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4869
Lam Dong, Phan Thi Ngoc Le, Nguyen Thi Nguyen Tuyet
The paper aims to shed light on EMI challenges from the perspective of engineering-technology students at various universities in Vietnam where EMI is in current and popular usage. A total of 307 questionnaires were delivered and returned, among which 288 were qualified, and 27 respondents were selected for in-depth interviews. Data from the questionnaires and interviews were analyzed along with information gathered from respondents’ journals. The findings indicate that Vietnamese engineering-technology students encountered different EMI-related challenges, typically subject matter content and vocabulary. They suggest several solutions, such as teachers using both Vietnamese and English rather than solely English in EMI classes. It is hoped that learners' perceptions of the difficulties they encountered and their proposed solutions to cope with such difficulties will help relevant stakeholders to make appropriate adjustments to the teaching methods and content accordingly, which is the key message that this study yields.
{"title":"EMI FOR ENGINEERING-TECHNOLOGY STUDENTS IN VIETNAM: CHALLENGES & SUGGESTIONS","authors":"Lam Dong, Phan Thi Ngoc Le, Nguyen Thi Nguyen Tuyet","doi":"10.25073/2525-2445/vnufs.4869","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4869","url":null,"abstract":"The paper aims to shed light on EMI challenges from the perspective of engineering-technology students at various universities in Vietnam where EMI is in current and popular usage. A total of 307 questionnaires were delivered and returned, among which 288 were qualified, and 27 respondents were selected for in-depth interviews. Data from the questionnaires and interviews were analyzed along with information gathered from respondents’ journals. The findings indicate that Vietnamese engineering-technology students encountered different EMI-related challenges, typically subject matter content and vocabulary. They suggest several solutions, such as teachers using both Vietnamese and English rather than solely English in EMI classes. It is hoped that learners' perceptions of the difficulties they encountered and their proposed solutions to cope with such difficulties will help relevant stakeholders to make appropriate adjustments to the teaching methods and content accordingly, which is the key message that this study yields.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114978245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4866
Hoang Van Van
In this paper as the chief developer of the document, I will attempt to interpret and clarify some essential points of the General Education English Curriculum (GEEC) promulgated by the Vietnamese Ministry of Education and Training (MoET) on December 26, 2018. Three questions raised for exploration are: (1) “What are the backgrounds to the development and promulgation of MoET’s 2018 GEEC?”, (2) “What are the prominent characteristics of MoET’s 2018 GEEC?”, and (3) “How is MoET’s 2018 GEEC structured and why is it structured in the way it is?” These questions will be addressed in detail throughout the paper.
{"title":"INTERPRETING MOET’S 2018 GENERAL EDUCATION ENGLISH CURRICULUM","authors":"Hoang Van Van","doi":"10.25073/2525-2445/vnufs.4866","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4866","url":null,"abstract":"In this paper as the chief developer of the document, I will attempt to interpret and clarify some essential points of the General Education English Curriculum (GEEC) promulgated by the Vietnamese Ministry of Education and Training (MoET) on December 26, 2018. Three questions raised for exploration are: (1) “What are the backgrounds to the development and promulgation of MoET’s 2018 GEEC?”, (2) “What are the prominent characteristics of MoET’s 2018 GEEC?”, and (3) “How is MoET’s 2018 GEEC structured and why is it structured in the way it is?” These questions will be addressed in detail throughout the paper.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114750567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4795
Tran Phuong Linh, Do Minh Hoang
The study investigates the reliability and user feedback about the rubrics to evaluate English – Vietnamese consecutive interpreting tests taken by undergraduates at VNU-ULIS created by Tran and Do (2022). Five VNU-ULIS raters – two experienced raters and three novice ones – independently rated ten different interpreting tests and provided their feedback on the rubrics. The results reveal the newly created rubrics is mostly considered user-friendly and practical application for interpreting evaluation. Overall, inter-rater reliability, which was presented through Cronbach’s alpha and the single measure intra-class coefficient, was acceptable. Besides, the value among the novice raters was higher than that between the two experienced ones. The raters’ perception of each quality criterion and their rating process may account for the differences in their score decisions. The findings also suggest further improvements in terms of descriptor wording, weightings and rater training.
{"title":"A STUDY ON ASSESSMENT CRITERIA FOR ENGLISH – VIETNAMESE CONSECUTIVE INTERPRETING TESTS","authors":"Tran Phuong Linh, Do Minh Hoang","doi":"10.25073/2525-2445/vnufs.4795","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4795","url":null,"abstract":"The study investigates the reliability and user feedback about the rubrics to evaluate English – Vietnamese consecutive interpreting tests taken by undergraduates at VNU-ULIS created by Tran and Do (2022). Five VNU-ULIS raters – two experienced raters and three novice ones – independently rated ten different interpreting tests and provided their feedback on the rubrics. The results reveal the newly created rubrics is mostly considered user-friendly and practical application for interpreting evaluation. Overall, inter-rater reliability, which was presented through Cronbach’s alpha and the single measure intra-class coefficient, was acceptable. Besides, the value among the novice raters was higher than that between the two experienced ones. The raters’ perception of each quality criterion and their rating process may account for the differences in their score decisions. The findings also suggest further improvements in terms of descriptor wording, weightings and rater training.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116426683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4870
Ngo Thi Minh Hai, Nguyen Thi Huyen
This study was carried out to examine if second-year non-English-majored students’ online listening learning in learning management system (LMS) can be improved through using listening diary and to investigate students’ attitudes towards this method. The action research used survey questionnaires with 53 students, group interviews with 30 students, an analysis of students’ 53 listening diaries in 10 weeks and teachers’ diaries at a Vietnamese university. The findings of the study showed that listening diary could be utilized as a pedagogical tool to help teachers understand and control students’ online listening activities. Besides, the data revealed that listening diary gave students a chance to identify their problems, encouraged them to be active in finding appropriate strategies for their listening as well as contributed to raising students’ interest in learning listening. It is recommended that this method should be widely recognized and applied to non-English-majored students to enhance the effectiveness of online learning.
{"title":"USING LISTENING DIARY TO TRACK NON-ENGLISH-MAJORED STUDENTS’ ONLINE LEARNING ON LEARNING MANAGEMENT SYSTEM","authors":"Ngo Thi Minh Hai, Nguyen Thi Huyen","doi":"10.25073/2525-2445/vnufs.4870","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4870","url":null,"abstract":"This study was carried out to examine if second-year non-English-majored students’ online listening learning in learning management system (LMS) can be improved through using listening diary and to investigate students’ attitudes towards this method. The action research used survey questionnaires with 53 students, group interviews with 30 students, an analysis of students’ 53 listening diaries in 10 weeks and teachers’ diaries at a Vietnamese university. The findings of the study showed that listening diary could be utilized as a pedagogical tool to help teachers understand and control students’ online listening activities. Besides, the data revealed that listening diary gave students a chance to identify their problems, encouraged them to be active in finding appropriate strategies for their listening as well as contributed to raising students’ interest in learning listening. It is recommended that this method should be widely recognized and applied to non-English-majored students to enhance the effectiveness of online learning.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116743796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4867
Lam Thi Hoa Binh
The term educational technology (ET) has been mentioned in recent decades, but its concepts are many and keep changing over time. Pedagogic improvements to meet the needs of theoretical and practical knowledge in new professions and the ever-evolving technology of information and computer have made educational technology incredibly dynamic. On analyzing a number of notable concepts of educational technology having been used in Vietnam and in the world, the article specifies the widely accepted definition of educational technology in the 21st century, clarifies its typical features as a foundation to identify the scope of specialized vocabulary which can be used to compile handbooks and dictionaries to fill the gap of ET specialized lexicography in Vietnam.
{"title":"EDUCATIONAL TECHNOLOGY - CONCEPTS AND IDENTIFICATION OF VOCABULARY IN THE DOMAIN","authors":"Lam Thi Hoa Binh","doi":"10.25073/2525-2445/vnufs.4867","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4867","url":null,"abstract":"The term educational technology (ET) has been mentioned in recent decades, but its concepts are many and keep changing over time. Pedagogic improvements to meet the needs of theoretical and practical knowledge in new professions and the ever-evolving technology of information and computer have made educational technology incredibly dynamic. On analyzing a number of notable concepts of educational technology having been used in Vietnam and in the world, the article specifies the widely accepted definition of educational technology in the 21st century, clarifies its typical features as a foundation to identify the scope of specialized vocabulary which can be used to compile handbooks and dictionaries to fill the gap of ET specialized lexicography in Vietnam.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126788739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4794
Pham Thi Ngoc Quyen
In the research, the speech “Women’s rights are human rights” by Hillary Clinton will be analyzed in the light of critical discourse analysis (CDA) as both theory and method to reveal how power and ideology are embedded in language in particular and the relation between language and society in general. Initially, the theoretical framework of CDA, the concepts of power and ideology are presented. The social context of women’s position including women’s position in the past and women’s position nowadays is also revealed. The research then briefs on Hillary Clinton’s role in struggling for women’s rights. In terms of methodology, the importance of Systemic Functional Grammar to CDA and a framework of CDA procedure, which set the basis for the analysis of the speech “Women’s rights are human rights”, will be introduced and explained. Thirdly, the article analyzes the speech in the light of CDA. The analysis consists of three stages namely description, interpretation and explanation. The last part summarizes the major findings, provides concluding remarks, gives implication to teaching and learning translation and makes recommendations for further studies.
本研究将运用批评话语分析(critical discourse analysis, CDA)的理论和方法来分析希拉里·克林顿的演讲“Women’s rights are human rights”，以揭示权力和意识形态是如何嵌入语言之中的，以及语言与社会的关系。首先介绍了批评性话语分析的理论框架、权力和意识形态的概念。揭示了妇女地位的社会背景，包括过去妇女地位和现在妇女地位。该研究随后简要介绍了希拉里·克林顿在争取妇女权利方面所扮演的角色。在方法论方面，将介绍和解释系统功能语法对批评性话语分析的重要性和批评性话语分析的程序框架，这为分析“妇女的权利是人权”的演讲奠定了基础。再次，文章运用批评性话语分析对演讲进行了分析。分析包括描述、解释和解释三个阶段。最后一部分对主要研究结果进行了总结和总结，对翻译教学和学习提出了启示，并对进一步的研究提出了建议。
{"title":"A CRITICAL DISCOURSE ANALYSIS OF HILLARY CLINTON’S SPEECH “WOMEN’S RIGHTS ARE HUMAN RIGHTS”","authors":"Pham Thi Ngoc Quyen","doi":"10.25073/2525-2445/vnufs.4794","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4794","url":null,"abstract":"In the research, the speech “Women’s rights are human rights” by Hillary Clinton will be analyzed in the light of critical discourse analysis (CDA) as both theory and method to reveal how power and ideology are embedded in language in particular and the relation between language and society in general. Initially, the theoretical framework of CDA, the concepts of power and ideology are presented. The social context of women’s position including women’s position in the past and women’s position nowadays is also revealed. The research then briefs on Hillary Clinton’s role in struggling for women’s rights. In terms of methodology, the importance of Systemic Functional Grammar to CDA and a framework of CDA procedure, which set the basis for the analysis of the speech “Women’s rights are human rights”, will be introduced and explained. Thirdly, the article analyzes the speech in the light of CDA. The analysis consists of three stages namely description, interpretation and explanation. The last part summarizes the major findings, provides concluding remarks, gives implication to teaching and learning translation and makes recommendations for further studies.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125421061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.25073/2525-2445/vnufs.4774
Tran Quoc Thao, Nguyen Hoang Chau Long
Listening is considered one of the most challenging language skills, so most of EFL learners find it difficult to get engaged in learning it. Various obstacles have been reported causing challenges for EFL learners in English listening comprehension. This study, therefore, aimed to explore EFL students’ learning engagement and their problems in English listening comprehension. The research was conducted at a high school in Ca Mau province, Vietnam with the participation of 180 tenth grade EFL students in answering the questionnaires. The collected quantitative data were analyzed using SPSS software. The findings revealed that EFL students got engaged in listening comprehension emotionally and agentically rather than behaviorally and cognitively, and their emotional engagement tended to be the most influential. It was also found out that EFL students sometimes faced different types of difficulties (perception problems, parsing problems and utilization problems) in their English listening comprehension.
{"title":"EFL HIGH SCHOOL STUDENTS’ LEARNING ENGAGEMENT AND PROBLEMS IN ENGLISH LISTENING COMPREHENSION","authors":"Tran Quoc Thao, Nguyen Hoang Chau Long","doi":"10.25073/2525-2445/vnufs.4774","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4774","url":null,"abstract":"Listening is considered one of the most challenging language skills, so most of EFL learners find it difficult to get engaged in learning it. Various obstacles have been reported causing challenges for EFL learners in English listening comprehension. This study, therefore, aimed to explore EFL students’ learning engagement and their problems in English listening comprehension. The research was conducted at a high school in Ca Mau province, Vietnam with the participation of 180 tenth grade EFL students in answering the questionnaires. The collected quantitative data were analyzed using SPSS software. The findings revealed that EFL students got engaged in listening comprehension emotionally and agentically rather than behaviorally and cognitively, and their emotional engagement tended to be the most influential. It was also found out that EFL students sometimes faced different types of difficulties (perception problems, parsing problems and utilization problems) in their English listening comprehension. \u0000 ","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124447693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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