Pub Date : 2021-06-18DOI: 10.1080/13488678.2021.1926646
Angela Rumina Leo, M. David
ABSTRACT In light of the historic linguistic vibrancy, Manglish, the unique Malaysian patois, emerges as a survivor through the hybridization of its words, expressions, and idioms that consists of local languages. The de facto national code of Malaysia, with all its creativity & complexity is exhibited as aversive to Standard English. This study explored the position of the colloquial variety as a creole by accentuating its significance in the global context on the grounds of socio-cultural and socio-economic history, further encouraging the glocalization of the English language. A mixed qualitative-quantitative method was adopted for this research and data was obtained by investigating Malaysian private university undergraduates’ attitude towards Manglish by means of online survey questionnaires and semi-structured interviews. The findings indicate that a large majority of young Malaysians are positive towards Manglish, signalling survival through the test of time, yet it demands due recognition as a creole due to its heritage value.
{"title":"Malaysian creole: an attitudinal analysis of private university undergraduates","authors":"Angela Rumina Leo, M. David","doi":"10.1080/13488678.2021.1926646","DOIUrl":"https://doi.org/10.1080/13488678.2021.1926646","url":null,"abstract":"ABSTRACT In light of the historic linguistic vibrancy, Manglish, the unique Malaysian patois, emerges as a survivor through the hybridization of its words, expressions, and idioms that consists of local languages. The de facto national code of Malaysia, with all its creativity & complexity is exhibited as aversive to Standard English. This study explored the position of the colloquial variety as a creole by accentuating its significance in the global context on the grounds of socio-cultural and socio-economic history, further encouraging the glocalization of the English language. A mixed qualitative-quantitative method was adopted for this research and data was obtained by investigating Malaysian private university undergraduates’ attitude towards Manglish by means of online survey questionnaires and semi-structured interviews. The findings indicate that a large majority of young Malaysians are positive towards Manglish, signalling survival through the test of time, yet it demands due recognition as a creole due to its heritage value.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1926646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43665993","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 : 2021-06-06DOI: 10.1080/13488678.2021.1925811
K. Pandey, S. Jha
ABSTRACT Despite the continuous efforts of educationists and policy-makers to customise the existing culture of learning according to universal standards, the verity of Indian classrooms at the primary level has been less convincing, particularly in second-language learning and teaching. The central objective of this article is to analyse and correlate the superficially scattered factors which play a significant role in determining the culture of learning for English as a second language in India. The article examines the status of English among Indian languages and the pertinent reasons which make English the most sought-after medium of instruction in the entire nation. Another factor evaluated is the changing identity of English in India. Further, this article examines the impact of status and identity of English on the English language teachers and the pedagogical activities happening inside classrooms.
{"title":"Exploring the interrelationship between culture and learning: the case of English as a second language in India","authors":"K. Pandey, S. Jha","doi":"10.1080/13488678.2021.1925811","DOIUrl":"https://doi.org/10.1080/13488678.2021.1925811","url":null,"abstract":"ABSTRACT Despite the continuous efforts of educationists and policy-makers to customise the existing culture of learning according to universal standards, the verity of Indian classrooms at the primary level has been less convincing, particularly in second-language learning and teaching. The central objective of this article is to analyse and correlate the superficially scattered factors which play a significant role in determining the culture of learning for English as a second language in India. The article examines the status of English among Indian languages and the pertinent reasons which make English the most sought-after medium of instruction in the entire nation. Another factor evaluated is the changing identity of English in India. Further, this article examines the impact of status and identity of English on the English language teachers and the pedagogical activities happening inside classrooms.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":"1-17"},"PeriodicalIF":1.6,"publicationDate":"2021-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1925811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48908042","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 : 2021-06-01DOI: 10.1080/13488678.2021.1925812
Rong-Zheng Ren
ABSTRACT This article investigates how Chinese Internet users integrate English words syntactically and semantically into their Chinese online communication. ‘English words’ – English lexicons that are fully spelled out in Latin alphabets – appear more often in Chinese speakers’ online interactions than before. However, there are not many studies revealing this ongoing situation. By examining netizens’ asynchronous communication, the article reveals a holistic picture of the integration of ‘English words’ and draws on previous literature to infer the possible reasons behind it. These findings show that the most common English words that are borrowed are content words. Meanwhile, these words are semantically and syntactically integrated into Chinese, demonstrating that English words are creatively localized. Moreover, this study inspires future studies to examine the concluded findings in a broader context and within a longer period.
{"title":"The integration of English words in online communication in China","authors":"Rong-Zheng Ren","doi":"10.1080/13488678.2021.1925812","DOIUrl":"https://doi.org/10.1080/13488678.2021.1925812","url":null,"abstract":"ABSTRACT This article investigates how Chinese Internet users integrate English words syntactically and semantically into their Chinese online communication. ‘English words’ – English lexicons that are fully spelled out in Latin alphabets – appear more often in Chinese speakers’ online interactions than before. However, there are not many studies revealing this ongoing situation. By examining netizens’ asynchronous communication, the article reveals a holistic picture of the integration of ‘English words’ and draws on previous literature to infer the possible reasons behind it. These findings show that the most common English words that are borrowed are content words. Meanwhile, these words are semantically and syntactically integrated into Chinese, demonstrating that English words are creatively localized. Moreover, this study inspires future studies to examine the concluded findings in a broader context and within a longer period.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"1 1","pages":"1-16"},"PeriodicalIF":1.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1925812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500764","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 : 2021-06-01DOI: 10.1080/13488678.2021.1926647
Xiao Zhang
ABSTRACT The significance of English as a lingua franca (ELF) has been promoted widely in English language teaching worldwide and has driven scholarly attention to English language teachers in Mainland China. However, little attention has been paid to English teachers’ perceptions of ELF-informed teaching during the pre-service stage of their careers. To narrow the gap, the present study aims to investigate English student-teachers’ perceptions of ELF and its teaching in a national key Chinese normal university through a questionnaire and semi-structured interviews. Results indicated that the participants held an insufficient understanding of ELF, and lacked support in their teacher education programmes regarding how to implement ELF-informed teaching practices. Additionally, the study revealed some contextual challenges encountered by the participants in relation to ELF-informed teaching. The study concludes with suggestions about promoting student English teachers’ ELF awareness and developing ELF-informed pedagogies in China.
{"title":"Investigating Student Teachers’ Perceptions of English as a Lingua Franca and Its Teaching in Mainland China","authors":"Xiao Zhang","doi":"10.1080/13488678.2021.1926647","DOIUrl":"https://doi.org/10.1080/13488678.2021.1926647","url":null,"abstract":"ABSTRACT The significance of English as a lingua franca (ELF) has been promoted widely in English language teaching worldwide and has driven scholarly attention to English language teachers in Mainland China. However, little attention has been paid to English teachers’ perceptions of ELF-informed teaching during the pre-service stage of their careers. To narrow the gap, the present study aims to investigate English student-teachers’ perceptions of ELF and its teaching in a national key Chinese normal university through a questionnaire and semi-structured interviews. Results indicated that the participants held an insufficient understanding of ELF, and lacked support in their teacher education programmes regarding how to implement ELF-informed teaching practices. Additionally, the study revealed some contextual challenges encountered by the participants in relation to ELF-informed teaching. The study concludes with suggestions about promoting student English teachers’ ELF awareness and developing ELF-informed pedagogies in China.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"247 - 262"},"PeriodicalIF":1.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1926647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46096275","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 : 2021-05-24DOI: 10.1080/13488678.2021.1914898
M. Hamid, N. T. H. Hoang, T. Nguyen
ABSTRACT The growing recognition of the varieties of Englishes constituting the world Englishes (WE) and related paradigms calls for replacing teachers’ existing language ideologies with WE-oriented beliefs and preparing them to teach with WE awareness. Since WE has yet to be part of mainstream education and teacher education, formal and informal interventions are used by educators and researchers for teacher learning and professional development. How effective are such interventions in changing student-teachers’ language beliefs and practices? The action research reported in this article was conducted in a postgraduate Teaching English to Speakers of Other Languages (TESOL) course at an Australian university involving in-service and pre-service teachers mainly from Asia. We report some changes in the participants’ beliefs of English and their views of pedagogical practices. However, the major contribution of the research is noted in its reporting of pedagogical and methodological challenges for such interventions and drawing lessons for future research.
{"title":"Changing teacher learners’ language ideologies and pedagogical practices: an action research intervention in World Englishes","authors":"M. Hamid, N. T. H. Hoang, T. Nguyen","doi":"10.1080/13488678.2021.1914898","DOIUrl":"https://doi.org/10.1080/13488678.2021.1914898","url":null,"abstract":"ABSTRACT The growing recognition of the varieties of Englishes constituting the world Englishes (WE) and related paradigms calls for replacing teachers’ existing language ideologies with WE-oriented beliefs and preparing them to teach with WE awareness. Since WE has yet to be part of mainstream education and teacher education, formal and informal interventions are used by educators and researchers for teacher learning and professional development. How effective are such interventions in changing student-teachers’ language beliefs and practices? The action research reported in this article was conducted in a postgraduate Teaching English to Speakers of Other Languages (TESOL) course at an Australian university involving in-service and pre-service teachers mainly from Asia. We report some changes in the participants’ beliefs of English and their views of pedagogical practices. However, the major contribution of the research is noted in its reporting of pedagogical and methodological challenges for such interventions and drawing lessons for future research.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"229 - 246"},"PeriodicalIF":1.6,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1914898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46767623","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 : 2021-04-09DOI: 10.1080/13488678.2021.1902676
Tomoka Sato
ABSTRACT This article begins with a brief historical overview of Japan’s education reforms, focusing particularly on language policy in higher education. In the Meiji era (1870s), lively discussions took place regarding making English the national language of Japan and providing education through English-medium instruction (EMI). Ultimately, Japan avoided both making English the national language and Englishization of higher education. However, since the Japanese government launched the Top Global University Project in 2014, which aims to promote the globalization of public and private universities and recruit foreign students from across the globe, Englishization has been accelerating. Upper-tier universities designated as Top Global Universities are particularly enthusiastic about increasing the scope of EMI across disciplines. To this end, more and more foreign instructors have been hired, and these seem to be replacing Japanese faculty in those universities. This educational setting is reminiscent of that prevailing during the early Meiji era. To reconsider the current situation in Japan’s higher education, the article discusses the Nordic language policy that was set forth to address the threat of the dominance of English. It suggests the limited use of English in Japan’s higher education and ends with a review of the literature on the fetishism of English.
本文首先简要介绍了日本教育改革的历史概况，重点介绍了高等教育中的语言政策。在明治时代(19世纪70年代)，关于将英语作为日本的国家语言和通过英语教学(EMI)提供教育的热烈讨论。最终，日本避免了将英语作为国家语言和高等教育的英语化。但是，日本政府在2014年启动了旨在推进公立和私立大学全球化、招收世界各地留学生的“全球顶尖大学计划”(Top Global University Project)后，英语化的步伐开始加快。被评为全球顶尖大学的一流大学尤其热衷于增加跨学科的EMI范围。为此，越来越多的外国教师被聘用，这些人似乎正在取代这些大学的日本教师。这种教育环境让人想起明治初期盛行的教育环境。为了重新考虑日本高等教育的现状，本文讨论了为解决英语主导地位的威胁而提出的北欧语言政策。本文提出了日本高等教育中英语使用有限的问题，最后对英语拜物教的文献进行了回顾。
{"title":"Reconsidering Englishization: the Japanese government’s Top Global University Project","authors":"Tomoka Sato","doi":"10.1080/13488678.2021.1902676","DOIUrl":"https://doi.org/10.1080/13488678.2021.1902676","url":null,"abstract":"ABSTRACT This article begins with a brief historical overview of Japan’s education reforms, focusing particularly on language policy in higher education. In the Meiji era (1870s), lively discussions took place regarding making English the national language of Japan and providing education through English-medium instruction (EMI). Ultimately, Japan avoided both making English the national language and Englishization of higher education. However, since the Japanese government launched the Top Global University Project in 2014, which aims to promote the globalization of public and private universities and recruit foreign students from across the globe, Englishization has been accelerating. Upper-tier universities designated as Top Global Universities are particularly enthusiastic about increasing the scope of EMI across disciplines. To this end, more and more foreign instructors have been hired, and these seem to be replacing Japanese faculty in those universities. This educational setting is reminiscent of that prevailing during the early Meiji era. To reconsider the current situation in Japan’s higher education, the article discusses the Nordic language policy that was set forth to address the threat of the dominance of English. It suggests the limited use of English in Japan’s higher education and ends with a review of the literature on the fetishism of English.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"102 - 113"},"PeriodicalIF":1.6,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1902676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42698041","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 : 2021-03-22DOI: 10.1080/13488678.2021.1891513
D. Tri, C. Moskovsky
ABSTRACT Premised on the theoretical approaches of language planning and policy (Spolsky, 2004, 2009; Ricento & Hornberger, 1996), this study provides a holistic examination of language use from policy to practice in Vietnamese higher education English-medium instruction (EMI) programs from multiple stakeholders’ perspectives. Specifically, this study examines how the use of languages is enacted (language management), perceived (language beliefs), and implemented (language practices) at three layers/levels involving 30 university administrators, 96 content lecturers, and 286 students (N=412). Research data were drawn from multiple sources, including policy documents, questionnaires, interviews, and classroom observations. An overarching ideology of English only as the medium of instruction was manifest in the data at all levels. However, the findings revealed a stark misalignment between the language management policies explicitly articulated at the national and institutional levels and actual language practices taking place at the interpersonal/classroom level. These findings suggest that ideology/beliefs are not the sole determinant of language practices and that the latter can sometimes be driven by contextual factors. The paper discusses the findings’ implications for EMI policies and practices and offers suggestions for future EMI-related research.
{"title":"Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice","authors":"D. Tri, C. Moskovsky","doi":"10.1080/13488678.2021.1891513","DOIUrl":"https://doi.org/10.1080/13488678.2021.1891513","url":null,"abstract":"ABSTRACT Premised on the theoretical approaches of language planning and policy (Spolsky, 2004, 2009; Ricento & Hornberger, 1996), this study provides a holistic examination of language use from policy to practice in Vietnamese higher education English-medium instruction (EMI) programs from multiple stakeholders’ perspectives. Specifically, this study examines how the use of languages is enacted (language management), perceived (language beliefs), and implemented (language practices) at three layers/levels involving 30 university administrators, 96 content lecturers, and 286 students (N=412). Research data were drawn from multiple sources, including policy documents, questionnaires, interviews, and classroom observations. An overarching ideology of English only as the medium of instruction was manifest in the data at all levels. However, the findings revealed a stark misalignment between the language management policies explicitly articulated at the national and institutional levels and actual language practices taking place at the interpersonal/classroom level. These findings suggest that ideology/beliefs are not the sole determinant of language practices and that the latter can sometimes be driven by contextual factors. The paper discusses the findings’ implications for EMI policies and practices and offers suggestions for future EMI-related research.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"1 1","pages":"1-17"},"PeriodicalIF":1.6,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1891513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42038755","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 : 2021-03-04DOI: 10.1080/13488678.2020.1870787
Julius C. Martinez
ABSTRACT This article challenges binary-oriented approaches to understanding the issue of the native English-speaking teacher (NEST) and the non-native English-speaking teacher (NNEST). It unpacks a novel terminology called the ‘half-native English-speaking teacher’ (HNEST) that appears on the website of an online English school for Japanese students. The article also examines the privilege–marginalization experiences of three HNESTs. The analysis of the website shows that the multimodal representations tacitly generate a ‘new’ hierarchy of English teachers, with presupposed NEST, HNEST and NNEST categories arranged from top to bottom. While this hierarchy appears ‘new’ on the surface, it reinforces old and restricting discourses of idealization and essentialization. The analysis of the participants’ interviews, meanwhile, suggests that privilege–marginalization is not uniformly and categorically experienced. This complex fluidity of privilege–marginalization is dynamically interwoven in broader discourses of neoliberalism, race and gender.
{"title":"A ‘new’ hierarchy of English teachers: the ‘half-native’ English teacher as a neoliberal, racialized and gendered subject","authors":"Julius C. Martinez","doi":"10.1080/13488678.2020.1870787","DOIUrl":"https://doi.org/10.1080/13488678.2020.1870787","url":null,"abstract":"ABSTRACT This article challenges binary-oriented approaches to understanding the issue of the native English-speaking teacher (NEST) and the non-native English-speaking teacher (NNEST). It unpacks a novel terminology called the ‘half-native English-speaking teacher’ (HNEST) that appears on the website of an online English school for Japanese students. The article also examines the privilege–marginalization experiences of three HNESTs. The analysis of the website shows that the multimodal representations tacitly generate a ‘new’ hierarchy of English teachers, with presupposed NEST, HNEST and NNEST categories arranged from top to bottom. While this hierarchy appears ‘new’ on the surface, it reinforces old and restricting discourses of idealization and essentialization. The analysis of the participants’ interviews, meanwhile, suggests that privilege–marginalization is not uniformly and categorically experienced. This complex fluidity of privilege–marginalization is dynamically interwoven in broader discourses of neoliberalism, race and gender.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"32 - 49"},"PeriodicalIF":1.6,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2020.1870787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44066053","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 : 2021-02-26DOI: 10.1080/13488678.2021.1879536
R. Powell, T. Saw
ABSTRACT Use-based Englishes may act as professional gatekeepers and working languages in Asian societies even where other languages of wider communication are prioritised. Legalese is widely regarded as particularly resistant to societal changes, and in Malaysian law English remains indispensable half a century after Malay became the official medium for West Malaysia, with exonormative acrolects retaining professional prestige. However, legal practitioners also need Malay as it is a requirement for admission to the bar and used extensively in government dealings, as well as in the lower courts of West Malaysia. Courtroom discourse is under the control of judges empowered to interpret language policy in the interests of justice. While there have been a few studies exploring how Malaysian advocates orientate themselves toward bilingualism, this is believed to be the first to address the perspective of judges.
{"title":"Judges’ perspectives on Malaysia’s bilingual legal system","authors":"R. Powell, T. Saw","doi":"10.1080/13488678.2021.1879536","DOIUrl":"https://doi.org/10.1080/13488678.2021.1879536","url":null,"abstract":"ABSTRACT Use-based Englishes may act as professional gatekeepers and working languages in Asian societies even where other languages of wider communication are prioritised. Legalese is widely regarded as particularly resistant to societal changes, and in Malaysian law English remains indispensable half a century after Malay became the official medium for West Malaysia, with exonormative acrolects retaining professional prestige. However, legal practitioners also need Malay as it is a requirement for admission to the bar and used extensively in government dealings, as well as in the lower courts of West Malaysia. Courtroom discourse is under the control of judges empowered to interpret language policy in the interests of justice. While there have been a few studies exploring how Malaysian advocates orientate themselves toward bilingualism, this is believed to be the first to address the perspective of judges.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"83 - 101"},"PeriodicalIF":1.6,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13488678.2021.1879536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42882316","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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