Teacher wellbeing is gaining prominence in the realm of educational psychology, although it remains a relatively nascent domain. This trend is propelled by a perceptible shift in research focus, transitioning from an overwhelming emphasis on student-centered paradigms to a recognition of the indispensability of catering to teacher-centric considerations. This shift in emphasis underscores the evolving dynamics. Within this milieu, the domain of language teacher wellbeing emerges as a pivotal locus of inquiry within the broader landscape of language teacher psychology.
{"title":"Language Teacher Wellbeing across the Career Span","authors":"Muhammet Yaşar YÜZLÜ","doi":"10.51726/jlr.1356636","DOIUrl":"https://doi.org/10.51726/jlr.1356636","url":null,"abstract":"Teacher wellbeing is gaining prominence in the realm of educational psychology, although it remains a relatively nascent domain. This trend is propelled by a perceptible shift in research focus, transitioning from an overwhelming emphasis on student-centered paradigms to a recognition of the indispensability of catering to teacher-centric considerations. This shift in emphasis underscores the evolving dynamics. Within this milieu, the domain of language teacher wellbeing emerges as a pivotal locus of inquiry within the broader landscape of language teacher psychology.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135252949","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}
Written corrective feedback (WCF) has gained considerable attention from both researchers and teachers in the field of English language teaching (ELT). Although a large bulk of research on WCF has focused on the link between different feedback types and language development, more research is needed to understand how language learners perceive written corrective feedback and what feedback practices they favor more than others. Therefore, this study aims to investigate Turkish EFL learners’ perceptions and preferences of written corrective feedback in terms of the feedback strategies employed in their classrooms as well as their revision practices upon getting feedback. 90 Turkish Intermediate EFL undergraduates from a public university in Turkey completed a 21-item Likert-scale questionnaire online. Using descriptive statistics, the questionnaire data were analyzed. The findings showed that the learners’ perceptions and their teachers’ feedback practices mostly aligned, and most learners preferred to receive comprehensive and indirect feedback that focuses on grammatical, mechanical, and lexical errors rather than organization and content. These findings highlighted the importance of learner expectations in relation to the perceived efficacy of feedback practices.
{"title":"Turkish EFL Learners’ Perceptions and Preferences of Written Corrective Feedback","authors":"Cansu KIVRAK","doi":"10.51726/jlr.1341654","DOIUrl":"https://doi.org/10.51726/jlr.1341654","url":null,"abstract":"Written corrective feedback (WCF) has gained considerable attention from both researchers and teachers in the field of English language teaching (ELT). Although a large bulk of research on WCF has focused on the link between different feedback types and language development, more research is needed to understand how language learners perceive written corrective feedback and what feedback practices they favor more than others. Therefore, this study aims to investigate Turkish EFL learners’ perceptions and preferences of written corrective feedback in terms of the feedback strategies employed in their classrooms as well as their revision practices upon getting feedback. 90 Turkish Intermediate EFL undergraduates from a public university in Turkey completed a 21-item Likert-scale questionnaire online. Using descriptive statistics, the questionnaire data were analyzed. The findings showed that the learners’ perceptions and their teachers’ feedback practices mostly aligned, and most learners preferred to receive comprehensive and indirect feedback that focuses on grammatical, mechanical, and lexical errors rather than organization and content. These findings highlighted the importance of learner expectations in relation to the perceived efficacy of feedback practices.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645367","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}
Küreselleşen dünyada öğrenme ağında kalabilmek, 21. Yüzyıl becerilerini geliştirebilmek için ikinci hatta üçüncü bir dil bilmek daha da önemli hale gelmiştir. Bu nedenle yabancı dil öğrenme ve öğretiminde, bireyin sınıf içinde ve dışında kendi kendine bağımsız bir şekilde öğrenmesini destekleyen yeni stratejiler, yöntemler ve teknikler geliştirilmektedir. Eğitim sürecine ilişkin yaklaşımın değişmesi, süreçte kullanılan materyallerinde değişmesini zorunlu kılmaktadır. Materyalin hedef kitleye uygunluğu, ilgi çekici olması, kalıcı bir dil edinimi sağlayabilecek niteliğe sahip olması gibi unsurlar ön plana çıkmaktadır. Bu doğrultuda çalışmada, İngilizce öğretiminde kullanılan ders kitaplarının etkili öğrenmenin ön koşulu olan özerk bir yapıda olup olmadığı araştırılmıştır. Nitel araştırma yöntemlerinden Durum çalışması deseninde yapılan araştırmada Cambridge Primary Path 3 ve Oxford Discover 3 ders kitapları örneklem olarak alınmıştır. Doküman incelemesinin kullanıldığı araştırmada kitaplar Reinders’in dokuz özerklik basamağına göre incelenmiştir. Araştırma sonucunda her iki kitapta da farklılıklar gözlemlenmekle birlikte, Reinders’in özerklik modeline uygun olarak tasarlandığı görülmüştür.
{"title":"Examination of Cambridge Primary Path 3 and Oxford Discover 3 by Reinders' Levels of Autonomy","authors":"Bahar ANKARA, Şener ŞENTÜRK","doi":"10.51726/jlr.1350763","DOIUrl":"https://doi.org/10.51726/jlr.1350763","url":null,"abstract":"Küreselleşen dünyada öğrenme ağında kalabilmek, 21. Yüzyıl becerilerini geliştirebilmek için ikinci hatta üçüncü bir dil bilmek daha da önemli hale gelmiştir. Bu nedenle yabancı dil öğrenme ve öğretiminde, bireyin sınıf içinde ve dışında kendi kendine bağımsız bir şekilde öğrenmesini destekleyen yeni stratejiler, yöntemler ve teknikler geliştirilmektedir. Eğitim sürecine ilişkin yaklaşımın değişmesi, süreçte kullanılan materyallerinde değişmesini zorunlu kılmaktadır. Materyalin hedef kitleye uygunluğu, ilgi çekici olması, kalıcı bir dil edinimi sağlayabilecek niteliğe sahip olması gibi unsurlar ön plana çıkmaktadır. Bu doğrultuda çalışmada, İngilizce öğretiminde kullanılan ders kitaplarının etkili öğrenmenin ön koşulu olan özerk bir yapıda olup olmadığı araştırılmıştır. Nitel araştırma yöntemlerinden Durum çalışması deseninde yapılan araştırmada Cambridge Primary Path 3 ve Oxford Discover 3 ders kitapları örneklem olarak alınmıştır. Doküman incelemesinin kullanıldığı araştırmada kitaplar Reinders’in dokuz özerklik basamağına göre incelenmiştir. Araştırma sonucunda her iki kitapta da farklılıklar gözlemlenmekle birlikte, Reinders’in özerklik modeline uygun olarak tasarlandığı görülmüştür.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536943","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}
With globalisation, the significant role of communication has increased, and language has gained an important role in society and the global dimension used by people from different backgrounds as a lingua franca for international communication. As a result, the global status of English has an essential role in increasing the use of English as the medium through which several business people get their work done. Furthermore, the rapid growth of digital tools and technology has resulted in various emerging communication platforms that have undoubtedly altered workplace communication culture. Under this framework, “English for Business Communication” constitutes a vital up-to-date contribution to the realities of communication in business today and related literature. This volume consists of eleven chapters along with an Index section at the end, and each chapter comprises reflection questions, post-reading activities, and references.
{"title":"English for Business Communication","authors":"Kübra KOÇAK VAROL","doi":"10.51726/jlr.1265385","DOIUrl":"https://doi.org/10.51726/jlr.1265385","url":null,"abstract":"With globalisation, the significant role of communication has increased, and language has gained an important role in society and the global dimension used by people from different backgrounds as a lingua franca for international communication. As a result, the global status of English has an essential role in increasing the use of English as the medium through which several business people get their work done. Furthermore, the rapid growth of digital tools and technology has resulted in various emerging communication platforms that have undoubtedly altered workplace communication culture. Under this framework, “English for Business Communication” constitutes a vital up-to-date contribution to the realities of communication in business today and related literature. This volume consists of eleven chapters along with an Index section at the end, and each chapter comprises reflection questions, post-reading activities, and references.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098788","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}
Translation studies (TSs) has emerged as a new international and interdisciplinary academic field in the last three decades. Due to the interdisciplinary nature of TSs, many developments are observed in this field concerning the translation process. TSs is a discipline characterized by theories such as Scopos, post-structuralism, feminism, semiotics, and linguistics such as pragmatics and critical discourse analysis. When the developments in the field of TSs since the cultural turn in the early 1980s are examined, it is seen that linguistics is undoubtedly one of the most important disciplines affecting the field of TSs. In addition to linguistics, it is seen that the disciplines such as psychology, communication, literature, and philosophy that translation scientists benefit from in this process and the methodologies specific to these disciplines -as an integrative discipline-are constantly adapted to serve the needs of TSs. In addition, during the 1990s, TSs has been a field of research and discussion in the conceptual and interdisciplinary field, influenced by linguistics, communicative, psycholinguistic, and cognitive approaches. The aim of this study is to examine the developments in the field of TSs in the last thirty years and to contribute to the literature by discussing the disciplines that have historically influenced or been affected by TSs.
{"title":"A Study on Interdisciplinary Nature of Translation Studies","authors":"Fatma Demiray Akbulut","doi":"10.51726/jlr.1193899","DOIUrl":"https://doi.org/10.51726/jlr.1193899","url":null,"abstract":"Translation studies (TSs) has emerged as a new international and interdisciplinary academic field in the last three decades. Due to the interdisciplinary nature of TSs, many developments are observed in this field concerning the translation process. TSs is a discipline characterized by theories such as Scopos, post-structuralism, feminism, semiotics, and linguistics such as pragmatics and critical discourse analysis. When the developments in the field of TSs since the cultural turn in the early 1980s are examined, it is seen that linguistics is undoubtedly one of the most important disciplines affecting the field of TSs. In addition to linguistics, it is seen that the disciplines such as psychology, communication, literature, and philosophy that translation scientists benefit from in this process and the methodologies specific to these disciplines -as an integrative discipline-are constantly adapted to serve the needs of TSs. In addition, during the 1990s, TSs has been a field of research and discussion in the conceptual and interdisciplinary field, influenced by linguistics, communicative, psycholinguistic, and cognitive approaches. The aim of this study is to examine the developments in the field of TSs in the last thirty years and to contribute to the literature by discussing the disciplines that have historically influenced or been affected by TSs.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"104 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74163652","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}
Several national and international higher education institutions had already started offering distance education to their students; however, the global outbreak of the Covid-19 pandemic in the first quarter of 2020 accelerated this process and educational institutions at all levels had to switch to distance education in line with the precautions taken by the governments. It can be argued that neither the educational institutions nor the teachers/instructors and students were well-prepared for such a swift shift. Therefore, the aim of this study is to identify distance education satisfaction levels of pre-service English language teachers by shedding light on the variables that may have an influence on their perceptions. A mixed methods research design, involving 122 pre-service English language teachers studying at a state university in Turkey, was employed within the study and both qualitative and quantitative data were collected and analyzed. For the analysis of the quantitative data, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Mann-Whitney U test were utilized. Likewise, qualitative data was analyzed via content analysis. The results of the analyses indicate that the implementation of distance education is regarded as satisfactory in some respects and unsatisfactory in some other respects. It can be hypothesized that the specification of these aspects will possibly help both educational institutions and teachers/instructors design and implement their distance education operations more effectively since the opinions and perceptions of the students as to the implementation of distance education are revealed within the study.
{"title":"How Satisfactory is Distance Education for Pre-Service English Language Teachers?","authors":"A. Önal","doi":"10.51726/jlr.1160331","DOIUrl":"https://doi.org/10.51726/jlr.1160331","url":null,"abstract":"Several national and international higher education institutions had already started offering distance education to their students; however, the global outbreak of the Covid-19 pandemic in the first quarter of 2020 accelerated this process and educational institutions at all levels had to switch to distance education in line with the precautions taken by the governments. It can be argued that neither the educational institutions nor the teachers/instructors and students were well-prepared for such a swift shift. Therefore, the aim of this study is to identify distance education satisfaction levels of pre-service English language teachers by shedding light on the variables that may have an influence on their perceptions. A mixed methods research design, involving 122 pre-service English language teachers studying at a state university in Turkey, was employed within the study and both qualitative and quantitative data were collected and analyzed. For the analysis of the quantitative data, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Mann-Whitney U test were utilized. Likewise, qualitative data was analyzed via content analysis. The results of the analyses indicate that the implementation of distance education is regarded as satisfactory in some respects and unsatisfactory in some other respects. It can be hypothesized that the specification of these aspects will possibly help both educational institutions and teachers/instructors design and implement their distance education operations more effectively since the opinions and perceptions of the students as to the implementation of distance education are revealed within the study.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"13 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72386963","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}
Web 2.0 tools, which enable the preparation of many visual, auditory materials that can make teaching fun and multidimensional, have become a great helper for foreign language teachers. In this study, a survey was conducted with 80 Arabic teachers reached by convenient sampling method to measure the perceptions of Arabic teachers towards Web 2.0 tools, their perceptions of professional competence in using these tools, their perceptions of using these tools in teaching vocabulary and the frequency of their use of these tools. Then, the obtained data were interpreted by using descriptive analysis method and comparative analysis tests. Because of the research, it was seen that the perceptions of Arabic teachers towards Web 2.0 tools were very positive. Moreover, the effect of demographic data on the above-mentioned perceptions was examined and no significant difference was observed in the perceptions of Arabic teachers towards Web 2.0 tools in terms of gender, grade taught, and department graduated. However, a significant difference was observed in terms of age variable. In this regard, according to the results of the research, it was seen that young teachers' perceptions of professional competence to use Web 2.0 tools and the frequency of using Web 2.0 tools were higher than older participants.
Web 2.0工具可以制作许多视觉、听觉材料，使教学变得有趣和多维，已经成为外语教师的一大帮手。本研究采用方便抽样的方法，对80名阿拉伯语教师进行了调查，以衡量阿拉伯语教师对Web 2.0工具的看法、他们对使用这些工具的专业能力的看法、他们对在词汇教学中使用这些工具的看法以及他们使用这些工具的频率。然后，采用描述性分析方法和比较分析检验对所得数据进行解释。由于这项研究，我们发现阿拉伯语教师对Web 2.0工具的看法是非常积极的。此外，我们也检视了人口统计资料对上述认知的影响，发现阿拉伯语教师对Web 2.0工具的认知在性别、教年级和系毕业方面没有显著差异。然而，在年龄变量方面观察到显著差异。在这方面，根据研究结果，青年教师对使用Web 2.0工具的专业能力的感知和使用Web 2.0工具的频率高于年长的参与者。
{"title":"The Perceptions of Arabic Teachers towards Using Web 2.0 Tools in Vocabulary Teaching","authors":"Sena Yalçin, İ. Çakır","doi":"10.51726/jlr.1143783","DOIUrl":"https://doi.org/10.51726/jlr.1143783","url":null,"abstract":"Web 2.0 tools, which enable the preparation of many visual, auditory materials that can make teaching fun and multidimensional, have become a great helper for foreign language teachers. In this study, a survey was conducted with 80 Arabic teachers reached by convenient sampling method to measure the perceptions of Arabic teachers towards Web 2.0 tools, their perceptions of professional competence in using these tools, their perceptions of using these tools in teaching vocabulary and the frequency of their use of these tools. Then, the obtained data were interpreted by using descriptive analysis method and comparative analysis tests. Because of the research, it was seen that the perceptions of Arabic teachers towards Web 2.0 tools were very positive. Moreover, the effect of demographic data on the above-mentioned perceptions was examined and no significant difference was observed in the perceptions of Arabic teachers towards Web 2.0 tools in terms of gender, grade taught, and department graduated. However, a significant difference was observed in terms of age variable. In this regard, according to the results of the research, it was seen that young teachers' perceptions of professional competence to use Web 2.0 tools and the frequency of using Web 2.0 tools were higher than older participants.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"24 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87328658","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}
The current systematic review focused on the term “EFL teachers’ self-concept”. To investigate self-concept related articles for the field, many studies including meta-analysis, systematic reviews and other sort of studies have been taken into consideration. The terms “self-concept”, “teachers’ self-concept”, “language teachers’ self-concept” were searched in several databases and accessed 15 relevant studies in EFL context in the last 10 years. The following databases provided these papers: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO), Research Online and Research Gate. To investigate EFL teachers’ self-concepts, an in-depth analysis was employed particularly in this study. The initial purpose of the study was to discover several fundamental factors such as theories, instruments and variables which have been generally employed in each of these studies. Furthermore, it is aimed that with this study the term “self-concept” may be better investigated via complex dynamic system theory (CDST) perspective for further research and EFL teachers’ self-concept can be enhanced in future.
目前的系统评价主要集中在“英语教师自我概念”这一术语上。为了研究该领域与自我概念相关的文章，许多研究包括元分析、系统综述和其他类型的研究都被考虑在内。我们在多个数据库中检索了“自我概念”、“教师自我概念”、“语言教师自我概念”这三个术语，并检索了近10年来15项有关外语语境的相关研究。以下数据库提供了这些论文:Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO)， Research Online和Research Gate。为了探讨英语教师的自我概念，本研究特别采用了深入的分析方法。这项研究的最初目的是发现几个基本因素，如理论、工具和变量，这些因素通常在这些研究中使用。本研究旨在通过复杂动态系统理论(CDST)对“自我概念”这一概念进行更深入的研究，为今后外语教师自我概念的发展提供参考。
{"title":"An Extended Literature Review on EFL Teachers’ Self-Concept","authors":"Ecem EKER UKA","doi":"10.51726/jlr.1140966","DOIUrl":"https://doi.org/10.51726/jlr.1140966","url":null,"abstract":"The current systematic review focused on the term “EFL teachers’ self-concept”. To investigate self-concept related articles for the field, many studies including meta-analysis, systematic reviews and other sort of studies have been taken into consideration. The terms “self-concept”, “teachers’ self-concept”, “language teachers’ self-concept” were searched in several databases and accessed 15 relevant studies in EFL context in the last 10 years. The following databases provided these papers: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO), Research Online and Research Gate. To investigate EFL teachers’ self-concepts, an in-depth analysis was employed particularly in this study. The initial purpose of the study was to discover several fundamental factors such as theories, instruments and variables which have been generally employed in each of these studies. Furthermore, it is aimed that with this study the term “self-concept” may be better investigated via complex dynamic system theory (CDST) perspective for further research and EFL teachers’ self-concept can be enhanced in future.","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"6 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83790556","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}
{"title":"Book Review on Preparing Teachers for a Changing World: Contemporary Issues in EFL Education","authors":"Rabia Demirci","doi":"10.51726/jlr.889667","DOIUrl":"https://doi.org/10.51726/jlr.889667","url":null,"abstract":"","PeriodicalId":43554,"journal":{"name":"Iranian Journal of Language Teaching Research","volume":"16 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83791902","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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