Pub Date : 2017-12-31DOI: 10.5746/leia/17/v8/i1/a01/zein
Subhan Zein
Education does not occur in a vacuum – it is the product of the context in which it takes place. Language education is of no exception. In the context of Asia, a common discourse relating to English language education is its presumed relationship with Asian learning culture. As a general term, Asian learning culture has come to mean the pervasive traditional view on the importance of literary education and the little value placed on knowledge acquisition for practical purposes. The authority of teachers as the purveyor of knowledge is usually unquestioned, as is the role of students as the mere recipients of knowledge. Corollaries of this perspective are the focus on literacy and the prevalence of teacher-centred learning. Rote learning, repetition and focus on the instruction given by the teacher are by way of implications important features of this allegedly established Asian cultural learning perspective.
{"title":"The Emergence of Cultural Learning Shift in English Language Pedagogy and Teacher Education","authors":"Subhan Zein","doi":"10.5746/leia/17/v8/i1/a01/zein","DOIUrl":"https://doi.org/10.5746/leia/17/v8/i1/a01/zein","url":null,"abstract":"Education does not occur in a vacuum – it is the product of the context in which it takes place. Language education is of no exception. In the context of Asia, a common discourse relating to English language education is its presumed relationship with Asian learning culture. As a general term, Asian learning culture has come to mean the pervasive traditional view on the importance of literary education and the little value placed on knowledge acquisition for practical purposes. The authority of teachers as the purveyor of knowledge is usually unquestioned, as is the role of students as the mere recipients of knowledge. Corollaries of this perspective are the focus on literacy and the prevalence of teacher-centred learning. Rote learning, repetition and focus on the instruction given by the teacher are by way of implications important features of this allegedly established Asian cultural learning perspective.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116550682","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I2/A06/WIDIN_MALTHUS
J. Widin, Caroline Malthus
This paper explores the complexities of developing and delivering English for Academic Purposes (EAP) pre-departure programs. We reflect on experiences of co-teaching in a Lao PDR based program for students planning to undertake tertiary studies in New Zealand or Australia. Taking a sociocultural perspective, we examine the way that the Lao pre-departure program aims to attend to the particularities of both local and target contexts and to facilitate student adaptation to the chosen institution and discipline. The program takes a participatory approach to EAP and the broader acculturation processes, making space for individual student voice as part of the modeling and scaffolding of academic English. Based on this experience of transnational collaboration in development and delivery, we discuss critical issues of relevance to the planning and delivery of EAP pre-departure courses and productive international study experiences.
{"title":"Off-Shore and out of Reach: Student Voice in Pre-Departure EAP pedagogies","authors":"J. Widin, Caroline Malthus","doi":"10.5746/LEIA/17/V8/I2/A06/WIDIN_MALTHUS","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I2/A06/WIDIN_MALTHUS","url":null,"abstract":"This paper explores the complexities of developing and delivering English for Academic Purposes (EAP) pre-departure programs. We reflect on experiences of co-teaching in a Lao PDR based program for students planning to undertake tertiary studies in New Zealand or Australia. Taking a sociocultural perspective, we examine the way that the Lao pre-departure program aims to attend to the particularities of both local and target contexts and to facilitate student adaptation to the chosen institution and discipline. The program takes a participatory approach to EAP and the broader acculturation processes, making space for individual student voice as part of the modeling and scaffolding of academic English. Based on this experience of transnational collaboration in development and delivery, we discuss critical issues of relevance to the planning and delivery of EAP pre-departure courses and productive international study experiences.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130032437","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I2/A04/MON_ZEIN
Y. Mon, Subhan Zein
This paper investigates an effective way to develop academic writing skills of 4th year students of at a university in Myanmar in using peer reviewing and a guided peer-feedback process. A comparison was made to determine the effectiveness between the instructor feedback and peer feedback implementation based on the students' revision work. Twenty students’ papers became the focus of four different types of written feedback: Error Identification, Error Correction, Descriptive Comment and Critical Comment. Data on the number of feedback on the students’ final assignments and final paper were collected to study the feedback implementation rate and types of feedback students incorporated into their revision work. It was found that peer feedback effect had greater on error identification than instructor feedback. This is despite a significantly higher revision rate of instructor feedback on error correction. This study outlines some implications for second language writing on providing effective peer feedback in Myanmar and other contexts in the ASEAN region.
{"title":"Effective Use of Peer-feedback in Developing Academic Writing Skills of Undergraduate Students","authors":"Y. Mon, Subhan Zein","doi":"10.5746/LEIA/17/V8/I2/A04/MON_ZEIN","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I2/A04/MON_ZEIN","url":null,"abstract":"This paper investigates an effective way to develop academic writing skills of 4th year students of at a university in Myanmar in using peer reviewing and a guided peer-feedback process. A comparison was made to determine the effectiveness between the instructor feedback and peer feedback implementation based on the students' revision work. Twenty students’ papers became the focus of four different types of written feedback: Error Identification, Error Correction, Descriptive Comment and Critical Comment. Data on the number of feedback on the students’ final assignments and final paper were collected to study the feedback implementation rate and types of feedback students incorporated into their revision work. It was found that peer feedback effect had greater on error identification than instructor feedback. This is despite a significantly higher revision rate of instructor feedback on error correction. This study outlines some implications for second language writing on providing effective peer feedback in Myanmar and other contexts in the ASEAN region.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114667446","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I2/A01/ZEIN
Subhan Zein
Among local educationists and Western-born educators teaching in Asia, there is a widely perceived belief in an Asian learning culture as one that emphasises literacy education and the limited practicality of knowledge acquisition. Often this allegedly established Asian learning culture is associated with the unquestioned authority of teachers as the purveyor of knowledge, resulting in the predominant role of rote learning, repetition and teacher-centred learning. The prevalence of this view is most evident among those who are relatively novice to language education industry, as one coming from a Western country teaching in Vietnam, for example, would generally assume more of the implementation of teacher-centred learning. But this view might indicate political naivety to the local educational context. While to some extent the traditional belief in Asian learning culture might hold true, there have been widespread contestations to the belief for its generalisation of cultures (McKay, 2002), failure in recognising differences between language classroom contexts (Kubota, 1999; Savignon & Wang, 2003) and the stereotyping of Asian students as being passive and less outspoken (Kubota, 1999; Zhang, 2012).
{"title":"Educating Language Learners in Asia: towards Cultural Learning hybridity","authors":"Subhan Zein","doi":"10.5746/LEIA/17/V8/I2/A01/ZEIN","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I2/A01/ZEIN","url":null,"abstract":"Among local educationists and Western-born educators teaching in Asia, there is a widely perceived belief in an Asian learning culture as one that emphasises literacy education and the limited practicality of knowledge acquisition. Often this allegedly established Asian learning culture is associated with the unquestioned authority of teachers as the purveyor of knowledge, resulting in the predominant role of rote learning, repetition and teacher-centred learning. The prevalence of this view is most evident among those who are relatively novice to language education industry, as one coming from a Western country teaching in Vietnam, for example, would generally assume more of the implementation of teacher-centred learning. But this view might indicate political naivety to the local educational context. While to some extent the traditional belief in Asian learning culture might hold true, there have been widespread contestations to the belief for its generalisation of cultures (McKay, 2002), failure in recognising differences between language classroom contexts (Kubota, 1999; Savignon & Wang, 2003) and the stereotyping of Asian students as being passive and less outspoken (Kubota, 1999; Zhang, 2012).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127074724","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I1/A03/SMITH_AHMADUN
Markisha Smith, Juwairiyyah Ahmadun
School-based assessment, while quite established in many Western countries, is still relatively new in the Asian education context. Consequently, operational problems such as time constraints, lack of teacher skills and inadequate computer management systems have hampered implementation efforts. While studies have been conducted which examined these issues, few if any have examined how trainee teachers feel. The following paper addresses this issue through an exploratory study on 25 first year bachelor of education students from a Malaysian Institute of Teacher Education. Findings showed that the majority of students were more positive towards a student-centred and formative learning approach after the students had experienced a teaching unit based on formative assessment principles. The findings also indicated that cultural influence may play a considerable part in the success or otherwise of school-based assessment endeavours. Results of this study may serve as a useful starting point for researchers interested in more classroom-based explorations of school-based assessment in Asia.
{"title":"Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study","authors":"Markisha Smith, Juwairiyyah Ahmadun","doi":"10.5746/LEIA/17/V8/I1/A03/SMITH_AHMADUN","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I1/A03/SMITH_AHMADUN","url":null,"abstract":"School-based assessment, while quite established in many Western countries, is still relatively new in the Asian education context. Consequently, operational problems such as time constraints, lack of teacher skills and inadequate computer management systems have hampered implementation efforts. While studies have been conducted which examined these issues, few if any have examined how trainee teachers feel. The following paper addresses this issue through an exploratory study on 25 first year bachelor of education students from a Malaysian Institute of Teacher Education. Findings showed that the majority of students were more positive towards a student-centred and formative learning approach after the students had experienced a teaching unit based on formative assessment principles. The findings also indicated that cultural influence may play a considerable part in the success or otherwise of school-based assessment endeavours. Results of this study may serve as a useful starting point for researchers interested in more classroom-based explorations of school-based assessment in Asia.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124710974","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I1/A02/NA_MAI
Chi Do Na, Nguyen Xuan Nhat Chi Mai
Paraphrasing is an important skill in academic writing – it is a cognitive skill that requires higher order thinking and high proficiency inss both reading and writing. This research explored the paraphrasing ability of EFL learners at a tertiary institution in Vietnam and examined the challenges they face when paraphrasing. Data were collected from ten second-year English major students through (i) paraphrasing a given text and (ii) individual interviews. The findings revealed that participants frequently paraphrased using synonyms, but rarely changed syntactic structures. The interviews showed that the learners encountered several language-related difficulties when attempting to paraphrase, such as inadequate understanding of the source text and the lack of vocabulary to use when paraphrasing. This paper provides insights into EFL learners’ paraphrasing abilities and suggests some implications as to what EFL teachers should focus on to help less experienced student writers improve their paraphrasing skills.
{"title":"Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English","authors":"Chi Do Na, Nguyen Xuan Nhat Chi Mai","doi":"10.5746/LEIA/17/V8/I1/A02/NA_MAI","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I1/A02/NA_MAI","url":null,"abstract":"Paraphrasing is an important skill in academic writing – it is a cognitive skill that requires higher order thinking and high proficiency inss both reading and writing. This research explored the paraphrasing ability of EFL learners at a tertiary institution in Vietnam and examined the challenges they face when paraphrasing. Data were collected from ten second-year English major students through (i) paraphrasing a given text and (ii) individual interviews. The findings revealed that participants frequently paraphrased using synonyms, but rarely changed syntactic structures. The interviews showed that the learners encountered several language-related difficulties when attempting to paraphrase, such as inadequate understanding of the source text and the lack of vocabulary to use when paraphrasing. This paper provides insights into EFL learners’ paraphrasing abilities and suggests some implications as to what EFL teachers should focus on to help less experienced student writers improve their paraphrasing skills.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115093584","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I2/A03/NHU_TIN
Ho Bich Nhu, D. T. Tin
{"title":"The Relationship Between Leisure Reading Habits, Vocabulary and Writing of English Language Learners (ELLs)","authors":"Ho Bich Nhu, D. T. Tin","doi":"10.5746/LEIA/17/V8/I2/A03/NHU_TIN","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I2/A03/NHU_TIN","url":null,"abstract":"","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129616076","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I1/A04/MAI_OCRICIANO
T. Mai, Michelle Ocriciano
Professional development plays a central role in fostering teaching quality. As teaching and learning in Vietnam have embraced a digital mode, the emergence of webinars has been noted. However, little is known about its impact on primary and secondary English language teachers, especially in rural areas. This multi-perspective case study aimed to explore the beliefs and practices of a small group of mid-career teachers working at different schools in a southwestern province in Vietnam as they experienced digital professional development. After having reflected on their participation in both synchronous and asynchronous webinars, the teachers were encouraged to implement selected techniques to engage learners in their teaching contexts. Qualitative findings from teachers’ interviews and observations demonstrate how this digital modality influenced their pedagogical and social cognition, impacting their classroom practices.
{"title":"Investigating the Influence of Webinar Participation on Professional Development of English Language Teachers in Rural Vietnam","authors":"T. Mai, Michelle Ocriciano","doi":"10.5746/LEIA/17/V8/I1/A04/MAI_OCRICIANO","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I1/A04/MAI_OCRICIANO","url":null,"abstract":"Professional development plays a central role in fostering teaching quality. As teaching and learning in Vietnam have embraced a digital mode, the emergence of webinars has been noted. However, little is known about its impact on primary and secondary English language teachers, especially in rural areas. This multi-perspective case study aimed to explore the beliefs and practices of a small group of mid-career teachers working at different schools in a southwestern province in Vietnam as they experienced digital professional development. After having reflected on their participation in both synchronous and asynchronous webinars, the teachers were encouraged to implement selected techniques to engage learners in their teaching contexts. Qualitative findings from teachers’ interviews and observations demonstrate how this digital modality influenced their pedagogical and social cognition, impacting their classroom practices.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114663468","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 : 2017-12-31DOI: 10.5746/leia/17/v8/i2/a03/lee_wong
Jocelyn Yee Vun Lee, A. Wong
Numerous studies have highlighted the influence of leisure reading habits on second language proficiency. The present study investigates the relationship between students’ reading habits, vocabulary and writing performance. A reading survey, productive vocabulary test and writing test were administered to 33 university English language learners (ELLs) students in Malaysia. The results indicate that participants had not received a lot of support for reading from their English teachers at elementary schools or at secondary level and had limited access to reading resources. The university students in the study were aware of the value of reading in English, albeit spending a considerable amount of time on the Internet compared to reading off-line. More than half of the participants agreed that they would read something if it was recommended by their lecturers. In addition, the present study also found that participants had not acquired the adequate vocabulary size required for tertiary studies. The findings have important implications for English language practitioners both at school and tertiary levels.
{"title":"The Relationship Between Leisure Reading Habits, Vocabulary and Writing of English Language Learners (ELLs)","authors":"Jocelyn Yee Vun Lee, A. Wong","doi":"10.5746/leia/17/v8/i2/a03/lee_wong","DOIUrl":"https://doi.org/10.5746/leia/17/v8/i2/a03/lee_wong","url":null,"abstract":"Numerous studies have highlighted the influence of leisure reading habits on second language proficiency. The present study investigates the relationship between students’ reading habits, vocabulary and writing performance. A reading survey, productive vocabulary test and writing test were administered to 33 university English language learners (ELLs) students in Malaysia. The results indicate that participants had not received a lot of support for reading from their English teachers at elementary schools or at secondary level and had limited access to reading resources. The university students in the study were aware of the value of reading in English, albeit spending a considerable amount of time on the Internet compared to reading off-line. More than half of the participants agreed that they would read something if it was recommended by their lecturers. In addition, the present study also found that participants had not acquired the adequate vocabulary size required for tertiary studies. The findings have important implications for English language practitioners both at school and tertiary levels.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129655804","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I1/A06/NGUYEN
Ha Nguyen
This 12-week research examined the effects of dictogloss on the students’ grammatical competence and motivation. Data were collected through tests, questionnaires, and observation involving twenty eight students in a maths classat a higher education institution in Vietnam. The initial data indicated that students had low grammatical competence and motivation in learning grammar. By analyzing the textbook, the researcher found out it was structured in a way where dictogloss could be applicable and then an action plan was made to better the situation. The findings demonstrated the positive impacts of using dictogloss in the class where English was taught as an EFL (English as a foreign language). Learners could not only make improvements in their grammatical competence but also express greater interest in the English class. The dicussion supports the use of dictogloss as an alternative method for grammar teaching and provides some implications for better dictogloss practice in EFL context.
{"title":"Does Dictogloss Improve Non-English Major Students’ Motivation and Grammatical Competence?","authors":"Ha Nguyen","doi":"10.5746/LEIA/17/V8/I1/A06/NGUYEN","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I1/A06/NGUYEN","url":null,"abstract":"This 12-week research examined the effects of dictogloss on the students’ grammatical competence and motivation. Data were collected through tests, questionnaires, and observation involving twenty eight students in a maths classat a higher education institution in Vietnam. The initial data indicated that students had low grammatical competence and motivation in learning grammar. By analyzing the textbook, the researcher found out it was structured in a way where dictogloss could be applicable and then an action plan was made to better the situation. The findings demonstrated the positive impacts of using dictogloss in the class where English was taught as an EFL (English as a foreign language). Learners could not only make improvements in their grammatical competence but also express greater interest in the English class. The dicussion supports the use of dictogloss as an alternative method for grammar teaching and provides some implications for better dictogloss practice in EFL context.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124888094","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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