Qun Zhao, Hasumi Toshiyuki, Shih-Hao Liu, Jin-Long Wang
This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing students' attitudes and learning performance. A sample of 1,949 students was collected. Structural equation modeling was employed for data analysis. The authors found that subjective norm, system accessibility, and e-learning self-efficacy positively affected the students' attitudes and behavioural intentions through perceived usefulness and perceived ease of use. The students' behavioural intention was positively related to learning performance. The students with higher English proficiency would lead to a stronger subjective norm-perceived usefulness relation, while a lower English proficiency would lead to a stronger relationship between perceived ease of use and perceived usefulness.
{"title":"A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education","authors":"Qun Zhao, Hasumi Toshiyuki, Shih-Hao Liu, Jin-Long Wang","doi":"10.4018/ijcallt.314567","DOIUrl":"https://doi.org/10.4018/ijcallt.314567","url":null,"abstract":"This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing students' attitudes and learning performance. A sample of 1,949 students was collected. Structural equation modeling was employed for data analysis. The authors found that subjective norm, system accessibility, and e-learning self-efficacy positively affected the students' attitudes and behavioural intentions through perceived usefulness and perceived ease of use. The students' behavioural intention was positively related to learning performance. The students with higher English proficiency would lead to a stronger subjective norm-perceived usefulness relation, while a lower English proficiency would lead to a stronger relationship between perceived ease of use and perceived usefulness.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76824780","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 article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.
{"title":"Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition","authors":"Yi Xu, Eoin Jordan, Yuanzhe Li","doi":"10.4018/ijcallt.315622","DOIUrl":"https://doi.org/10.4018/ijcallt.315622","url":null,"abstract":"This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81266630","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 main aim of this study was to explore the effect of the serious mobile game Jumo the Jumper on the vocabulary acquisition of primary school English as a Foreign Language (EFL) students and their attitudes toward an EFL course. The main research design of the study was a quasi-experimental design with nonequivalent control groups that included pre-test and post-test control groups. Twenty students in the experimental group played the serious mobile game aimed at teaching English vocabulary about the “animals” unit for four weeks, while 20 students in the control group received traditional, curriculum-based tuition. Based on the analysis of the independent sample t-test, the use of the serious mobile game Jumo the Jumper in primary school classrooms had a significant effect on the vocabulary acquisition of the students compared to traditional instruction. On the other hand, the serious mobile game did not have a significant effect on the students’ attitudes toward the EFL course.
本研究的主要目的是探讨严肃手游《Jumo The Jumper》对小学英语学生词汇习得的影响及其对英语课程的态度。本研究的主要研究设计为准实验设计，非等效对照组包括前测组和后测组。实验组的20名学生玩了为期四周的旨在教授“动物”单元英语词汇的严肃手机游戏，而对照组的20名学生则接受了传统的基于课程的教学。独立样本t检验分析表明，在小学课堂上使用严肃手游《Jumo the Jumper》对学生词汇习得的影响显著高于传统教学。另一方面，严肃的手机游戏对学生的英语课程态度没有显著的影响。
{"title":"The Effect of Serious Mobile Games on Students’ English Vocabulary Acquisition and Attitudes toward English","authors":"","doi":"10.4018/ijcallt.297203","DOIUrl":"https://doi.org/10.4018/ijcallt.297203","url":null,"abstract":"The main aim of this study was to explore the effect of the serious mobile game Jumo the Jumper on the vocabulary acquisition of primary school English as a Foreign Language (EFL) students and their attitudes toward an EFL course. The main research design of the study was a quasi-experimental design with nonequivalent control groups that included pre-test and post-test control groups. Twenty students in the experimental group played the serious mobile game aimed at teaching English vocabulary about the “animals” unit for four weeks, while 20 students in the control group received traditional, curriculum-based tuition. Based on the analysis of the independent sample t-test, the use of the serious mobile game Jumo the Jumper in primary school classrooms had a significant effect on the vocabulary acquisition of the students compared to traditional instruction. On the other hand, the serious mobile game did not have a significant effect on the students’ attitudes toward the EFL course.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76126669","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 was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.
{"title":"Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels","authors":"Şadıman Hunutlu, Sevda Küçük","doi":"10.4018/ijcallt.315306","DOIUrl":"https://doi.org/10.4018/ijcallt.315306","url":null,"abstract":"This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88440616","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}
Ahmed Kharrufa, M. Satar, Colin Dodds, P. Seedhouse
This paper presents the evaluation of a web app (ENACT) developed to support users with no expertise in pedagogy, media, and/or technology in creating engaging pedagogy-informed open educational resources. The aim is to increase cultural awareness and linguistic skills development through the creation of, and engagement with, interactive cultural activities. The design, which is informed by both theory and user input, is implemented by building a user-facing layer on top of the existing H5P platform. Participants' input from the evaluation workshop supported the design decisions around the provided task structure and the design choices around interactive media used. This work contributes a system as a web app to support non-experts in creating engaging online activities of a cultural and linguistic educational value and design recommendations generalizing the research based on literature, user insights, the developed system, and an evaluation study with migrants, refugees, and asylum seekers.
{"title":"Supporting Non-Expert Users in Authoring Tasks for Learning Language and Culture","authors":"Ahmed Kharrufa, M. Satar, Colin Dodds, P. Seedhouse","doi":"10.4018/ijcallt.315278","DOIUrl":"https://doi.org/10.4018/ijcallt.315278","url":null,"abstract":"This paper presents the evaluation of a web app (ENACT) developed to support users with no expertise in pedagogy, media, and/or technology in creating engaging pedagogy-informed open educational resources. The aim is to increase cultural awareness and linguistic skills development through the creation of, and engagement with, interactive cultural activities. The design, which is informed by both theory and user input, is implemented by building a user-facing layer on top of the existing H5P platform. Participants' input from the evaluation workshop supported the design decisions around the provided task structure and the design choices around interactive media used. This work contributes a system as a web app to support non-experts in creating engaging online activities of a cultural and linguistic educational value and design recommendations generalizing the research based on literature, user insights, the developed system, and an evaluation study with migrants, refugees, and asylum seekers.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79485347","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 concept paper aims to introduce academic entrepreneurship as a subject of particular significance in the CALL field in the knowledge economy era. The article describes why the primary CALL practitioners – faculty and students – should invest their time, skills, and resources to pursue, identify, and exploit entrepreneurial opportunities and create far-reaching technological products and services for language instruction and research. The paper advocates for creating a particular research area in which CALL researcher and academic entrepreneurs will showcase their practical uniqueness and experience in CALL academic entrepreneurship to motivate and inspire one another. The paper also advocates for the inclusion of entrepreneurship education into the CALL preparation curriculum to produce graduates with the entrepreneurial skillset that will enable them to be active participants in identifying and exploiting CALL-related entrepreneurial opportunities.
{"title":"Academic Entrepreneurship in CALL","authors":"","doi":"10.4018/ijcallt.291104","DOIUrl":"https://doi.org/10.4018/ijcallt.291104","url":null,"abstract":"This concept paper aims to introduce academic entrepreneurship as a subject of particular significance in the CALL field in the knowledge economy era. The article describes why the primary CALL practitioners – faculty and students – should invest their time, skills, and resources to pursue, identify, and exploit entrepreneurial opportunities and create far-reaching technological products and services for language instruction and research. The paper advocates for creating a particular research area in which CALL researcher and academic entrepreneurs will showcase their practical uniqueness and experience in CALL academic entrepreneurship to motivate and inspire one another. The paper also advocates for the inclusion of entrepreneurship education into the CALL preparation curriculum to produce graduates with the entrepreneurial skillset that will enable them to be active participants in identifying and exploiting CALL-related entrepreneurial opportunities.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90938804","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 purpose of this study was to gain an understanding of what kind of student benefits most from studying under the flipped learning method. A total of 43 Japanese university students studying in a language pedagogy course participated in this quasi-experimental study. Qualitative data was taken from 385 study journal entries and interviews with 15 of the participants. The language (i.e., English or Japanese) used by students in the journals and interviews was used to measure their linguistic self-confidence. The results suggested that students with high linguistic self-confidence perceive the videos used for the flipped class as beneficial for their learning but that they preferred to challenge themselves by reading the textbook without scaffolding from the videos. Students with medium and low linguistic self-confidence, however, indicated that they found the videos were beneficial for increasing their understanding of the content of the textbook and thus participate actively in discussions held during class.
{"title":"Flipped Learning and Linguistic Self-Confidence","authors":"Adrian Leis","doi":"10.4018/ijcallt.291107","DOIUrl":"https://doi.org/10.4018/ijcallt.291107","url":null,"abstract":"The purpose of this study was to gain an understanding of what kind of student benefits most from studying under the flipped learning method. A total of 43 Japanese university students studying in a language pedagogy course participated in this quasi-experimental study. Qualitative data was taken from 385 study journal entries and interviews with 15 of the participants. The language (i.e., English or Japanese) used by students in the journals and interviews was used to measure their linguistic self-confidence. The results suggested that students with high linguistic self-confidence perceive the videos used for the flipped class as beneficial for their learning but that they preferred to challenge themselves by reading the textbook without scaffolding from the videos. Students with medium and low linguistic self-confidence, however, indicated that they found the videos were beneficial for increasing their understanding of the content of the textbook and thus participate actively in discussions held during class.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84287557","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}
Virtual exchange (VE) has been increasingly applied to foreign language education in the last two decades. The pandemic has compelled scholars and practitioners to adopt various forms of VE alongside language teaching and learning. The current study is based on one VE project between university students in Britain and China over a duration of eight weeks in the academic year of 2021-22. It draws on literature in VE relating mostly to English and other European languages, and mainly on the theoretical framework of intercultural communicative competence (ICC). Both quantitative and qualitative data are analysed to investigate how VE impacts the development in knowledge and skills including ICC and how issues can be addressed in the context of teaching Chinese as a foreign language. As we ease out of the challenges caused by the pandemic and other global relations, VE should not just be the contingency replacement of a physical exchange into China, but also become a necessary preparation for a new norm of blended mobility.
{"title":"Knowledge and Skill Development Through Intercultural Virtual Exchange","authors":"Zhizhuo Guo, Pei-ling Wang, Z. Guo","doi":"10.4018/ijcallt.314946","DOIUrl":"https://doi.org/10.4018/ijcallt.314946","url":null,"abstract":"Virtual exchange (VE) has been increasingly applied to foreign language education in the last two decades. The pandemic has compelled scholars and practitioners to adopt various forms of VE alongside language teaching and learning. The current study is based on one VE project between university students in Britain and China over a duration of eight weeks in the academic year of 2021-22. It draws on literature in VE relating mostly to English and other European languages, and mainly on the theoretical framework of intercultural communicative competence (ICC). Both quantitative and qualitative data are analysed to investigate how VE impacts the development in knowledge and skills including ICC and how issues can be addressed in the context of teaching Chinese as a foreign language. As we ease out of the challenges caused by the pandemic and other global relations, VE should not just be the contingency replacement of a physical exchange into China, but also become a necessary preparation for a new norm of blended mobility.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72811171","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 investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.
{"title":"Foreign Language Teacher Perceptions of the Virtual Classroom","authors":"Merilyn Meristo, Aleksandra Ljalikova, Aigi Heero","doi":"10.4018/ijcallt.291112","DOIUrl":"https://doi.org/10.4018/ijcallt.291112","url":null,"abstract":"This study investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85122881","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 a response to a call to investigate the fundamental aspects regarding educational theory, research, designing and teaching of language massive open online courses (MOOCs), this study first developed a Community of Inquiry (CoI) observation protocol, to observe the existing teaching, social, and cognitive presences in language MOOCs, and tested its reliability using g-theory analysis. The results showed that the developed observation protocol is reliable, as evidenced by the large proportion of variance attributed to variation across courses rather than across raters. A follow-up d-study suggested that five and 11 raters were enough to reach moderate and substantial reliability coefficients, respectively. The study also identified exemplary practices that reflected high-level CoI presences in language MOOCs. The result not only highlighted the need to conduct observational studies to disentangle the dynamic interchanges that occur in language MOOCs, but also provided practical guidelines to language educators interested in designing and teaching their own MOOCs.
{"title":"An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs","authors":"Yining Zhang, Y. Chieh","doi":"10.4018/ijcallt.306652","DOIUrl":"https://doi.org/10.4018/ijcallt.306652","url":null,"abstract":"As a response to a call to investigate the fundamental aspects regarding educational theory, research, designing and teaching of language massive open online courses (MOOCs), this study first developed a Community of Inquiry (CoI) observation protocol, to observe the existing teaching, social, and cognitive presences in language MOOCs, and tested its reliability using g-theory analysis. The results showed that the developed observation protocol is reliable, as evidenced by the large proportion of variance attributed to variation across courses rather than across raters. A follow-up d-study suggested that five and 11 raters were enough to reach moderate and substantial reliability coefficients, respectively. The study also identified exemplary practices that reflected high-level CoI presences in language MOOCs. The result not only highlighted the need to conduct observational studies to disentangle the dynamic interchanges that occur in language MOOCs, but also provided practical guidelines to language educators interested in designing and teaching their own MOOCs.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88920835","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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