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":"59 1","pages":""},"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 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":"65 1","pages":""},"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":"69 1","pages":""},"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}
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":"16 1","pages":""},"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":"35 1","pages":""},"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}
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":"10 1","pages":""},"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}
Pub Date : 2021-10-01DOI: 10.4018/ijcallt.2021100101
Emily A. Hellmich, Kimberly Vinall
Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.
{"title":"FL Instructor Beliefs About Machine Translation","authors":"Emily A. Hellmich, Kimberly Vinall","doi":"10.4018/ijcallt.2021100101","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100101","url":null,"abstract":"Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"32 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74772366","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 : 2021-10-01DOI: 10.4018/ijcallt.2021100106
S. Hung, H. Huang
The current study explored how the participation in multimodal videoconferencing sessions affected one of the affective factors: willingness to communicate (WTC) in second language learning. Participants from the experimental group took part in three 30-minute communication tasks via videoconferencing that included interactions in textual, audio, and visual modes while their counterparts completed the same tasks face-to-face. Instruments included an adapted WTC scale, semi-structured interviews, and learner reflections. The results showed that learners in the experimental group exhibited significantly higher levels of WTC than those in the control group, suggesting that multimodal videoconferencing increased learners' WTC. Next, qualitative findings indicated that learners' WTC in multimodal videoconferences was influenced by the support from multimodal texts and the affordances of multimodal interaction. EFL professionals are recommended to create multimodal environments to not merely foster learners' negotiation of meaning but also promote WTC through diverse patterns of interaction.
{"title":"Exploring EFL Learners' Willingness to Communicate in Multimodal Videoconferences","authors":"S. Hung, H. Huang","doi":"10.4018/ijcallt.2021100106","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100106","url":null,"abstract":"The current study explored how the participation in multimodal videoconferencing sessions affected one of the affective factors: willingness to communicate (WTC) in second language learning. Participants from the experimental group took part in three 30-minute communication tasks via videoconferencing that included interactions in textual, audio, and visual modes while their counterparts completed the same tasks face-to-face. Instruments included an adapted WTC scale, semi-structured interviews, and learner reflections. The results showed that learners in the experimental group exhibited significantly higher levels of WTC than those in the control group, suggesting that multimodal videoconferencing increased learners' WTC. Next, qualitative findings indicated that learners' WTC in multimodal videoconferences was influenced by the support from multimodal texts and the affordances of multimodal interaction. EFL professionals are recommended to create multimodal environments to not merely foster learners' negotiation of meaning but also promote WTC through diverse patterns of interaction.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"28 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73354645","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 : 2021-10-01DOI: 10.4018/ijcallt.2021100105
G. Bateson.
As a result of the Japanese Ministry of Education's recent edict that students' written and spoken English should be assessed in university entrance exams, there is an urgent need for tools to help teachers and students prepare for these exams. Although some commercial tools already exist, they are generally expensive and inflexible. To address these shortcomings, a new open-source, online test for assessing English ability was developed. The test features the automatic grading not only of reading and listening, but also of speaking and writing. Thus, the general English ability of large numbers of students can be checked quickly online, making the test suitable for use in entrance exams and placements tests. It is based around the Moodle LMS and features several new plugins to automatically grade speaking and writing. This paper details plugin development, shows preliminary samples, and explains how test reliability will be verified by comparing students' scores with human-ratings and widely used tests such as IELTS, TOEIC, and CASEC.
{"title":"Developing an Online Test to Measure Writing and Speaking Skills Automatically","authors":"G. Bateson.","doi":"10.4018/ijcallt.2021100105","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100105","url":null,"abstract":"As a result of the Japanese Ministry of Education's recent edict that students' written and spoken English should be assessed in university entrance exams, there is an urgent need for tools to help teachers and students prepare for these exams. Although some commercial tools already exist, they are generally expensive and inflexible. To address these shortcomings, a new open-source, online test for assessing English ability was developed. The test features the automatic grading not only of reading and listening, but also of speaking and writing. Thus, the general English ability of large numbers of students can be checked quickly online, making the test suitable for use in entrance exams and placements tests. It is based around the Moodle LMS and features several new plugins to automatically grade speaking and writing. This paper details plugin development, shows preliminary samples, and explains how test reliability will be verified by comparing students' scores with human-ratings and widely used tests such as IELTS, TOEIC, and CASEC.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"237 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73524332","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 : 2021-10-01DOI: 10.4018/ijcallt.2021100102
Shenglan Zhang, N. J. Cherrez
This study explores learners' perceptions of and experiences in a flipped-blended Chinese-as-a-Foreign-Language (CFL) course. Based upon dynamic complex system and social interaction theory for language learning as well as on instructional design approaches, this study examines the seamless integration between the online and face-to-face (FTF) components. Twenty-three first-semester CFL learners participated in the study. Data were collected via student surveys and a semi-formal focus group interview. The findings show that students' perceptions are highly positive and that the seamless integration of the two modes is beneficial and conducive to meeting the learning outcomes. The students also pointed out weaknesses of the design, such as the length of the videos, the need for more interesting writing tasks in the FTF meetings, and the lack of immediate help during the video watching process.
{"title":"Seamless Integration Between Online and Face-to-Face","authors":"Shenglan Zhang, N. J. Cherrez","doi":"10.4018/ijcallt.2021100102","DOIUrl":"https://doi.org/10.4018/ijcallt.2021100102","url":null,"abstract":"This study explores learners' perceptions of and experiences in a flipped-blended Chinese-as-a-Foreign-Language (CFL) course. Based upon dynamic complex system and social interaction theory for language learning as well as on instructional design approaches, this study examines the seamless integration between the online and face-to-face (FTF) components. Twenty-three first-semester CFL learners participated in the study. Data were collected via student surveys and a semi-formal focus group interview. The findings show that students' perceptions are highly positive and that the seamless integration of the two modes is beneficial and conducive to meeting the learning outcomes. The students also pointed out weaknesses of the design, such as the length of the videos, the need for more interesting writing tasks in the FTF meetings, and the lack of immediate help during the video watching process.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"38 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73164436","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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