Despite its controversial nature, machine translation (MT) has been increasingly integrated into learning in the past decade. This controversy arises from two different beliefs. While some believe that MT negatively impacts students' language proficiency, others argue that it allows students to stay abreast of technological advancements. Despite the numerous risks associated with the unstoppable development and irresistible use of MT, it is imperative to explore appropriate integration methods instead of outrightly banning its use in learning the translation practice. Consequently, this article examines existing research on methods of using MT in classroom learning and highlights its strengths and limitations. The article explores pedagogical solutions to harness the capabilities of MT and proposes a novel approach for the practical and efficient utilization of GNMT in translation-learning classroom. The findings propose a novel strategy for optimizing the efficacy of GNMT tools in the context of classroom learning. Also, they emphasize the importance of integrating MT tools in classroom and to the curriculum design as a fast-developed technology tool.
{"title":"Artificial Intelligence in Education","authors":"Linda Alkhawaja","doi":"10.4018/ijcallt.329607","DOIUrl":"https://doi.org/10.4018/ijcallt.329607","url":null,"abstract":"Despite its controversial nature, machine translation (MT) has been increasingly integrated into learning in the past decade. This controversy arises from two different beliefs. While some believe that MT negatively impacts students' language proficiency, others argue that it allows students to stay abreast of technological advancements. Despite the numerous risks associated with the unstoppable development and irresistible use of MT, it is imperative to explore appropriate integration methods instead of outrightly banning its use in learning the translation practice. Consequently, this article examines existing research on methods of using MT in classroom learning and highlights its strengths and limitations. The article explores pedagogical solutions to harness the capabilities of MT and proposes a novel approach for the practical and efficient utilization of GNMT in translation-learning classroom. The findings propose a novel strategy for optimizing the efficacy of GNMT tools in the context of classroom learning. Also, they emphasize the importance of integrating MT tools in classroom and to the curriculum design as a fast-developed technology tool.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"197 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76002629","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}
Automated writing evaluation (AWE) software is an increasingly popular tool for English second language learners. However, research on the accuracy of such software has been both scarce and largely limited in its scope. As such, this article broadens the field of research on AWE accuracy by using a mixed design to holistically evaluate the accuracy of the corrective feedback of the leading AWE program Grammarly. 1136 Grammarly-identified errors related to style, lexis, and form were graded and discussed by two native English speakers. An overall accuracy rate of 78.86% and an accuracy rate of 91.60% when excluding style-related errors were found. However, several issues relating to the promotion of a set writing style, variance in feedback quality, and accuracy of style-related corrective feedback were also identified.
{"title":"Errors in Errors","authors":"Joshua Kloppers","doi":"10.4018/ijcallt.325792","DOIUrl":"https://doi.org/10.4018/ijcallt.325792","url":null,"abstract":"Automated writing evaluation (AWE) software is an increasingly popular tool for English second language learners. However, research on the accuracy of such software has been both scarce and largely limited in its scope. As such, this article broadens the field of research on AWE accuracy by using a mixed design to holistically evaluate the accuracy of the corrective feedback of the leading AWE program Grammarly. 1136 Grammarly-identified errors related to style, lexis, and form were graded and discussed by two native English speakers. An overall accuracy rate of 78.86% and an accuracy rate of 91.60% when excluding style-related errors were found. However, several issues relating to the promotion of a set writing style, variance in feedback quality, and accuracy of style-related corrective feedback were also identified.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"62 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86014099","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 flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers' task engagement in flipped Chinese language and culture learning by employing three engagement facilitators as a theoretical framework. In this study, 50 American undergraduate pre-service teachers who were enrolled in an ESL methods course learned Chinese language and culture online outside of class and then engaged in practice and collaborative learning under the guidance of an instructor. Surveys, follow-up interviews, focus groups, and student documents were analyzed to explore how pre-service teachers perceived their task engagement in their learning tasks and the reasons for their perceptions. The main findings reveal that students are positively engaged in flipped learning when tasks match their abilities, offer opportunities to set their learning goals, provide instant feedback, and have clear learning goals, instructions, and directions. The results also indicate that a fixed course format, clearly defined learning tasks with step-by-step instructions, and effective assessment were essential in engaging students in learning. Conclusion and implications are generated for flipped instructional design and practice for foreign languages. Finally, limitations and future studies are discussed.
{"title":"Pre-Service Teachers' Task Engagement in Flipped Chinese Language and Culture Learning","authors":"Tingting Wang, Haixia He","doi":"10.4018/ijcallt.323649","DOIUrl":"https://doi.org/10.4018/ijcallt.323649","url":null,"abstract":"The flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers' task engagement in flipped Chinese language and culture learning by employing three engagement facilitators as a theoretical framework. In this study, 50 American undergraduate pre-service teachers who were enrolled in an ESL methods course learned Chinese language and culture online outside of class and then engaged in practice and collaborative learning under the guidance of an instructor. Surveys, follow-up interviews, focus groups, and student documents were analyzed to explore how pre-service teachers perceived their task engagement in their learning tasks and the reasons for their perceptions. The main findings reveal that students are positively engaged in flipped learning when tasks match their abilities, offer opportunities to set their learning goals, provide instant feedback, and have clear learning goals, instructions, and directions. The results also indicate that a fixed course format, clearly defined learning tasks with step-by-step instructions, and effective assessment were essential in engaging students in learning. Conclusion and implications are generated for flipped instructional design and practice for foreign languages. Finally, limitations and future studies are discussed.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"4 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82058516","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}
Jakub Helvich, Lukas Novak, P. Mikoska, Š. Hubálovský
The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils' motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils' motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.
{"title":"A Systematic Review of Gamification and Its Assessment in EFL Teaching","authors":"Jakub Helvich, Lukas Novak, P. Mikoska, Š. Hubálovský","doi":"10.4018/ijcallt.322394","DOIUrl":"https://doi.org/10.4018/ijcallt.322394","url":null,"abstract":"The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils' motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils' motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89550537","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}
This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences.
{"title":"A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World","authors":"Jinghe Han, Qiaoyun Liu, Ruiyan Sun","doi":"10.4018/ijcallt.322026","DOIUrl":"https://doi.org/10.4018/ijcallt.322026","url":null,"abstract":"This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"92 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81475735","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}
This study explores how students produce their own mini videos using the target language to share experiences and communicate with native speakers. Multimodality is used as a theoretical approach. Class observations and in-depth interviews were used for data collection, which was analysed by theme. The research results indicate that students deem it the agency of their own learning rather than completing the assignments given by the tutor; they gain more from the discussions among their peers and native speakers than from giving the presentations in class only; watching and making comments on their own videos is visually and mentally stimulating, which triggers more thoughts and expressions. Students appreciate the cooperation among themselves, while they also find it challenging to manage their publicity. This research provides empirical evidence on how to encourage students' initiative to improve language skills and enhance intercultural communication competence, which sheds light on reshaping language and intercultural communication education.
{"title":"Student Initiative of Producing Their Own Mini Videos for Language Learning","authors":"Amily Guenier","doi":"10.4018/ijcallt.317929","DOIUrl":"https://doi.org/10.4018/ijcallt.317929","url":null,"abstract":"This study explores how students produce their own mini videos using the target language to share experiences and communicate with native speakers. Multimodality is used as a theoretical approach. Class observations and in-depth interviews were used for data collection, which was analysed by theme. The research results indicate that students deem it the agency of their own learning rather than completing the assignments given by the tutor; they gain more from the discussions among their peers and native speakers than from giving the presentations in class only; watching and making comments on their own videos is visually and mentally stimulating, which triggers more thoughts and expressions. Students appreciate the cooperation among themselves, while they also find it challenging to manage their publicity. This research provides empirical evidence on how to encourage students' initiative to improve language skills and enhance intercultural communication competence, which sheds light on reshaping language and intercultural communication education.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88936460","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}
This longitudinal study used a mixed-methods approach to investigate multiple digital multimodal composition (DMC) tasks effect on EFL learners' attitudes toward DMC. The sample consisted of Arabic-speaking students (n = 40), enrolled in an English language program at a Saudi university. Data comprised multiple sources, including five online tasks, five questionnaires, reflections, and focus group discussions. The findings show that students maintained positive attitudes toward DMC, suggesting that such attitudes are not a consequence of the novelty effect, postulated in previous cross-sectional research. Furthermore, there is a significant attitudinal fluctuation observed in attitudes toward how DMC facilitates meaning communication. Meanwhile, major themes emerged that explain positive attitudes, including enjoyability, communication, motivation, Second language and writing development, and satisfaction. Conversely, the availability of nonlinguistic components might pose negative effects on learners. This paper sheds light on pedagogical implications and avenues for future research.
{"title":"EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition","authors":"Assim S. Alrajhi","doi":"10.4018/ijcallt.317748","DOIUrl":"https://doi.org/10.4018/ijcallt.317748","url":null,"abstract":"This longitudinal study used a mixed-methods approach to investigate multiple digital multimodal composition (DMC) tasks effect on EFL learners' attitudes toward DMC. The sample consisted of Arabic-speaking students (n = 40), enrolled in an English language program at a Saudi university. Data comprised multiple sources, including five online tasks, five questionnaires, reflections, and focus group discussions. The findings show that students maintained positive attitudes toward DMC, suggesting that such attitudes are not a consequence of the novelty effect, postulated in previous cross-sectional research. Furthermore, there is a significant attitudinal fluctuation observed in attitudes toward how DMC facilitates meaning communication. Meanwhile, major themes emerged that explain positive attitudes, including enjoyability, communication, motivation, Second language and writing development, and satisfaction. Conversely, the availability of nonlinguistic components might pose negative effects on learners. This paper sheds light on pedagogical implications and avenues for future research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"694 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78728520","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}
Zilu Jiang, Babatunde Akinkuolie, Lizeng Huang, Kui Xie
The design of online task-based language learning (TBLT) tasks encompasses the design of activity, settings, procedures, and participants. Previous empirical studies have conducted an extensive investigation on each design factor; however, an effective design of the online environment is built upon the interplay between the consideration of task types, online learning modalities, task implementation, and the participant background. A systematic review is needed to examine the potential synergistic effects of task design factors on students' online language learning experiences. The study investigated the current trends in the design of group TBLT task types in online settings and how task types and design features (modalities, participants, and task implementation) jointly influenced the language learning experience. The analysis revealed eight popular task types and synthesized how change the expression to " the design features affect" language learning engagement and performance. The authors further discussed implications for future online TBLT task design and research.
{"title":"Designing Group Tasks in Online Task-Based Language Teaching Environments","authors":"Zilu Jiang, Babatunde Akinkuolie, Lizeng Huang, Kui Xie","doi":"10.4018/ijcallt.315305","DOIUrl":"https://doi.org/10.4018/ijcallt.315305","url":null,"abstract":"The design of online task-based language learning (TBLT) tasks encompasses the design of activity, settings, procedures, and participants. Previous empirical studies have conducted an extensive investigation on each design factor; however, an effective design of the online environment is built upon the interplay between the consideration of task types, online learning modalities, task implementation, and the participant background. A systematic review is needed to examine the potential synergistic effects of task design factors on students' online language learning experiences. The study investigated the current trends in the design of group TBLT task types in online settings and how task types and design features (modalities, participants, and task implementation) jointly influenced the language learning experience. The analysis revealed eight popular task types and synthesized how change the expression to \" the design features affect\" language learning engagement and performance. The authors further discussed implications for future online TBLT task design and research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"6 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84575995","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}
As the introduction to this special issue on virtual exchange (VE), this paper presents a glimpse back at the development of VE through the lens of the central definitions that have been historically associated with VE and how these have had an impact on the evolution of VE practice and research. Next, the role of intercultural competence (IC) is discussed. IC is a prominent aspect of VE in foreign language education and also emerges as a primary topic in the articles in this special issue. Given that VE is most commonly identified within formal education contexts, the article then foregrounds recent debate on whether VE is an educational approach or method and how this may impact teacher education. Finally, looking forward, the text outlines the importance of VE for upcoming generations and how VE might keep pace with anticipated technological advances.
{"title":"Language Teaching, Language Learning, and Virtual Exchange in an Age of Complexity","authors":"M. Dooly","doi":"10.4018/ijcallt.316459","DOIUrl":"https://doi.org/10.4018/ijcallt.316459","url":null,"abstract":"As the introduction to this special issue on virtual exchange (VE), this paper presents a glimpse back at the development of VE through the lens of the central definitions that have been historically associated with VE and how these have had an impact on the evolution of VE practice and research. Next, the role of intercultural competence (IC) is discussed. IC is a prominent aspect of VE in foreign language education and also emerges as a primary topic in the articles in this special issue. Given that VE is most commonly identified within formal education contexts, the article then foregrounds recent debate on whether VE is an educational approach or method and how this may impact teacher education. Finally, looking forward, the text outlines the importance of VE for upcoming generations and how VE might keep pace with anticipated technological advances.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"118 5 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84304829","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}
This study explores a multimodal approach to teaching contemporary Chinese culture to foster university students' intercultural awareness and intercultural communication competence via a third space. Two universities in the UK took part in the study where the course contents moved from static notions of culture-as-fact in terms of national traditions to digital presentation of and live discussion about contemporary China. The pedagogy includes discussing Chinese celebrities' digital videos and films on digital platforms, and students' digital presentations in multimodal modes. Findings from students' comments in the module evaluations, students' reflective essays, and lecturers' observations prove the viability of this approach, and the data analyzed via themes address the function of the third space, the application of multimodality, and approaches to intercultural awareness and intercultural communication competence. The paper suggests that multimodality can be an effective approach to advancing theory and practice in future contemporary culture teaching.
{"title":"Navigating the Digital World","authors":"Amily Guenier, Gen Min","doi":"10.4018/ijcallt.313441","DOIUrl":"https://doi.org/10.4018/ijcallt.313441","url":null,"abstract":"This study explores a multimodal approach to teaching contemporary Chinese culture to foster university students' intercultural awareness and intercultural communication competence via a third space. Two universities in the UK took part in the study where the course contents moved from static notions of culture-as-fact in terms of national traditions to digital presentation of and live discussion about contemporary China. The pedagogy includes discussing Chinese celebrities' digital videos and films on digital platforms, and students' digital presentations in multimodal modes. Findings from students' comments in the module evaluations, students' reflective essays, and lecturers' observations prove the viability of this approach, and the data analyzed via themes address the function of the third space, the application of multimodality, and approaches to intercultural awareness and intercultural communication competence. The paper suggests that multimodality can be an effective approach to advancing theory and practice in future contemporary culture teaching.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"35 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75294206","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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