Pub Date : 2024-07-15DOI: 10.1515/jccall-2023-0030
Ghadah Albarqi
In the rapidly expanding domain of online learning, investigating the effectiveness of technology-mediated task-based language teaching (TBLT) in improving English as a Foreign Language (EFL) oral production becomes paramount. Therefore, the present study was conducted over two months to examine how EFL learners’ oral production, measured by complexity, accuracy, and fluency (CAF), changed throughout technology-mediated TBLT instructions. This study also examined how the relationships among CAF aspects evolved. A cohort of 38 EFL learners underwent a series of oral tasks at the beginning and end of the study period, and repeated measures and correlation analyses were employed to analyse the data. The findings showed significant improvement in EFL learners’ speech rate and accuracy of their utterances after two months. Moreover, the data indicated that fluency features were intricately connected with other CAF dimensions, whereas accuracy, lexical diversity, and syntactic complexity exhibited independent development. The identification of long-term relationships among certain CAF aspects provided valuable insights into the underlying mechanisms of EFL speech production. The results of this study have significant implications for both research and practice within the domain of technology-mediated TBLT.
{"title":"Investigating EFL oral production in a technology mediated TBLT context","authors":"Ghadah Albarqi","doi":"10.1515/jccall-2023-0030","DOIUrl":"https://doi.org/10.1515/jccall-2023-0030","url":null,"abstract":"\u0000 In the rapidly expanding domain of online learning, investigating the effectiveness of technology-mediated task-based language teaching (TBLT) in improving English as a Foreign Language (EFL) oral production becomes paramount. Therefore, the present study was conducted over two months to examine how EFL learners’ oral production, measured by complexity, accuracy, and fluency (CAF), changed throughout technology-mediated TBLT instructions. This study also examined how the relationships among CAF aspects evolved. A cohort of 38 EFL learners underwent a series of oral tasks at the beginning and end of the study period, and repeated measures and correlation analyses were employed to analyse the data. The findings showed significant improvement in EFL learners’ speech rate and accuracy of their utterances after two months. Moreover, the data indicated that fluency features were intricately connected with other CAF dimensions, whereas accuracy, lexical diversity, and syntactic complexity exhibited independent development. The identification of long-term relationships among certain CAF aspects provided valuable insights into the underlying mechanisms of EFL speech production. The results of this study have significant implications for both research and practice within the domain of technology-mediated TBLT.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"51 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644559","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 : 2024-05-23DOI: 10.1515/jccall-2024-0002
Qing Ma, Lixun Wang
{"title":"Online technologies for language learning and teaching: innovations, practices and perceptions from students and teachers","authors":"Qing Ma, Lixun Wang","doi":"10.1515/jccall-2024-0002","DOIUrl":"https://doi.org/10.1515/jccall-2024-0002","url":null,"abstract":"","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"19 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107410","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 : 2024-02-01DOI: 10.1515/jccall-2023-0021
Danial Mehdipour-Kolour, Mohamad Bilal Ali
Learners with different cognitive styles (here, field dependence vs. field independence) may learn second language vocabulary differently in different vocabulary learning settings. Although cognitive style has been widely studied in second language research, little is known about how field dependence/independence affects learners’ vocabulary acquisition in a mobile-assisted learning setting. One approach to solve this problem is to investigate the possible effect(s) of field dependence/independence on learners’ short-term vocabulary recall in a mobile-assisted vocabulary acquisition setting (here, Memrise). To investigate such effect(s), this study adopted a pretest-posttest design involving 147 intermediate-level learners of English as a second language. Using the Group Embedded Figures Test, participants were divided into two groups: field dependent and field independent learners. For 4 weeks, both groups practiced and reinforced a set of English vocabulary, selected from the Vocabulary Level Test, through Memrise flashcards. Our findings reveal a post-intervention improvement among both field-dependent and field-independent learners, but with field-independent learners slightly outperforming their counterparts in the short-term recall of the vocabulary. Implications and recommendations for future research are discussed.
{"title":"Examining the effects of two cognitive styles (field dependence vs. field independence) on learners’ mobile-assisted vocabulary acquisition","authors":"Danial Mehdipour-Kolour, Mohamad Bilal Ali","doi":"10.1515/jccall-2023-0021","DOIUrl":"https://doi.org/10.1515/jccall-2023-0021","url":null,"abstract":"\u0000 Learners with different cognitive styles (here, field dependence vs. field independence) may learn second language vocabulary differently in different vocabulary learning settings. Although cognitive style has been widely studied in second language research, little is known about how field dependence/independence affects learners’ vocabulary acquisition in a mobile-assisted learning setting. One approach to solve this problem is to investigate the possible effect(s) of field dependence/independence on learners’ short-term vocabulary recall in a mobile-assisted vocabulary acquisition setting (here, Memrise). To investigate such effect(s), this study adopted a pretest-posttest design involving 147 intermediate-level learners of English as a second language. Using the Group Embedded Figures Test, participants were divided into two groups: field dependent and field independent learners. For 4 weeks, both groups practiced and reinforced a set of English vocabulary, selected from the Vocabulary Level Test, through Memrise flashcards. Our findings reveal a post-intervention improvement among both field-dependent and field-independent learners, but with field-independent learners slightly outperforming their counterparts in the short-term recall of the vocabulary. Implications and recommendations for future research are discussed.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"16 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684335","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 : 2024-01-16DOI: 10.1515/jccall-2023-0023
Weiming Liu
Abstract Over the years, social media have gained popularity as tools for language teaching. The social media platform WeChat has been employed for teaching Chinese as a foreign language (TCFL). While studies have investigated the use of WeChat for TCFL, no systematic reviews have been conducted to provide an overview of existing research. This review article examines empirical studies on WeChat in TCFL, summarising their main characteristics, findings, and critically assessing the quality and relevance of the available evidence. Scopus and Web of Science were used as primary databases for this review. Relevant studies were identified by using keyword sets such as “WeChat Chinese language”, “WeChat Mandarin”, “WeChat Hanyu” and “WeChat Putonghua”. The review identified the contexts, research methods and themes of the selected articles. The main themes include language learning, social interactions, learner agency and motivation. The paper also discusses the implications of using WeChat for TCFL and highlights areas for future research. It is hoped that the insights provided here will inform the design and implementation of future courses that use WeChat or other technology-assisted applications for language teaching.
摘要 多年来，社交媒体作为语言教学工具越来越受欢迎。社交媒体平台微信已被用于对外汉语教学（TCFL）。虽然已有研究调查了微信在对外汉语教学中的应用，但还没有系统的综述来概述现有的研究。本综述文章探讨了微信在对外汉语教学中的实证研究，总结了这些研究的主要特点和发现，并对现有证据的质量和相关性进行了批判性评估。本综述使用 Scopus 和 Web of Science 作为主要数据库。通过使用关键词集（如 "微信中文"、"微信普通话"、"微信汉语 "和 "微信普通话"）确定了相关研究。综述确定了所选文章的背景、研究方法和主题。主要主题包括语言学习、社交互动、学习者代理和动机。本文还讨论了在 TCFL 中使用微信的意义，并强调了未来的研究领域。希望本文提供的见解能为今后设计和实施使用微信或其他技术辅助应用进行语言教学的课程提供参考。
{"title":"A systematic review of the use of WeChat in teaching Chinese as a foreign language","authors":"Weiming Liu","doi":"10.1515/jccall-2023-0023","DOIUrl":"https://doi.org/10.1515/jccall-2023-0023","url":null,"abstract":"Abstract Over the years, social media have gained popularity as tools for language teaching. The social media platform WeChat has been employed for teaching Chinese as a foreign language (TCFL). While studies have investigated the use of WeChat for TCFL, no systematic reviews have been conducted to provide an overview of existing research. This review article examines empirical studies on WeChat in TCFL, summarising their main characteristics, findings, and critically assessing the quality and relevance of the available evidence. Scopus and Web of Science were used as primary databases for this review. Relevant studies were identified by using keyword sets such as “WeChat Chinese language”, “WeChat Mandarin”, “WeChat Hanyu” and “WeChat Putonghua”. The review identified the contexts, research methods and themes of the selected articles. The main themes include language learning, social interactions, learner agency and motivation. The paper also discusses the implications of using WeChat for TCFL and highlights areas for future research. It is hoped that the insights provided here will inform the design and implementation of future courses that use WeChat or other technology-assisted applications for language teaching.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528461","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 : 2023-10-24DOI: 10.1515/jccall-2023-0019
Chenghao Wang, Bin Zou
Abstract This technological tool review aims to provide a brief overview of EAP Talk , an artificial intelligence (AI) English speech assessment platform, outlining its various evaluation features, highlighting the advantages of each function, illustrating its potential for academic English teaching and proposing critical evaluations and suggestions for its upgradeable components. More importantly, this review strives to offer a user guide of experimental tools for related empirical research and explores its feasibility for lessening teacher workload and promoting independent learning among students in the age of AI.
{"title":"Review of <i>EAP Talk</i>","authors":"Chenghao Wang, Bin Zou","doi":"10.1515/jccall-2023-0019","DOIUrl":"https://doi.org/10.1515/jccall-2023-0019","url":null,"abstract":"Abstract This technological tool review aims to provide a brief overview of EAP Talk , an artificial intelligence (AI) English speech assessment platform, outlining its various evaluation features, highlighting the advantages of each function, illustrating its potential for academic English teaching and proposing critical evaluations and suggestions for its upgradeable components. More importantly, this review strives to offer a user guide of experimental tools for related empirical research and explores its feasibility for lessening teacher workload and promoting independent learning among students in the age of AI.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135220566","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 : 2023-10-24DOI: 10.1515/jccall-2023-0004
Andrea Lustenberger
Abstract In the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in which imaginative digital storytelling (DST) tasks can improve oracy and the prior knowledge needed to negotiate meaning. The main data of this study, which were collected over one academic year, comprised a questionnaire of 19 Swiss Year 4 students, video and audio recordings of two dyads working on four collaborative oral DST tasks and a semi-structured interview with the four children and their class/English teacher. The results revealed that collaborative end-of-unit tasks enabled the children to creatively recycle the language learnt. Scaffolding and language support provided on the task sheet allowed a creative and personal approach to DST, which was a motivating experience. Clear guidance for classroom talk fostered collaboration and personal, social and problem-solving competences. These findings have implications for YL FL pedagogy and highlight the need for further theoretical insights into task-based DST.
{"title":"Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study","authors":"Andrea Lustenberger","doi":"10.1515/jccall-2023-0004","DOIUrl":"https://doi.org/10.1515/jccall-2023-0004","url":null,"abstract":"Abstract In the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in which imaginative digital storytelling (DST) tasks can improve oracy and the prior knowledge needed to negotiate meaning. The main data of this study, which were collected over one academic year, comprised a questionnaire of 19 Swiss Year 4 students, video and audio recordings of two dyads working on four collaborative oral DST tasks and a semi-structured interview with the four children and their class/English teacher. The results revealed that collaborative end-of-unit tasks enabled the children to creatively recycle the language learnt. Scaffolding and language support provided on the task sheet allowed a creative and personal approach to DST, which was a motivating experience. Clear guidance for classroom talk fostered collaboration and personal, social and problem-solving competences. These findings have implications for YL FL pedagogy and highlight the need for further theoretical insights into task-based DST.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219439","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 : 2023-10-11DOI: 10.1515/jccall-2023-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/jccall-2023-frontmatter2","DOIUrl":"https://doi.org/10.1515/jccall-2023-frontmatter2","url":null,"abstract":"","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136059370","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 : 2023-10-09DOI: 10.1515/jccall-2023-0005
Weiming Liu
Abstract The purpose of this review is to provide a thorough analysis of existing research on the implementation of virtual reality (VR) in teaching Chinese as a foreign language (TCFL). In recent years, there has been a growing interest in the potential benefits of VR for language learning, and multiple studies have explored its application in TCFL. However, to date, no systematic reviews on the specific uses of VR in TCFL have been conducted. This study aims to bridge this gap by conducting a comprehensive review of empirical articles on the topic, identified from the Scopus and Web of Science databases. The search terms include “VR”, “virtual reality”, and “Chinese language”. The findings of this review shed light on the current trends in VR-related publications in the field of TCFL, the research settings where VR is used to support learning, and the potential benefits and effectiveness of VR in enhancing Chinese language learning, such as linguistic growth, communication skills, motivation, and immersive and authentic learning contexts. The review also highlights the challenges and limitations of using this technology in TCFL. The significance of this review lies in its potential to inform educators, researchers, and practitioners interested in using VR in TCFL about the current state of research and its implications for language learning. It can also contribute to the development of best practices for the effective use of VR in TCFL, ultimately leading to improved language learning outcomes for students.
摘要本文旨在对虚拟现实技术在对外汉语教学中的应用进行深入分析。近年来，人们对虚拟现实在语言学习中的潜在益处越来越感兴趣，并有多项研究探讨了虚拟现实在对外汉语教学中的应用。然而，到目前为止，还没有对虚拟现实在对外汉语教学中的具体应用进行系统的综述。本研究旨在通过对Scopus和Web of Science数据库中关于该主题的实证文章进行全面审查来弥合这一差距。搜索词包括“VR”、“虚拟现实”和“中文”。本综述的研究结果揭示了当前对外汉语教学领域VR相关出版物的发展趋势，VR用于支持学习的研究环境，以及VR在促进汉语学习方面的潜在益处和有效性，如语言增长，沟通技巧，动机，沉浸式和真实的学习环境。本文还强调了在对外汉语教学中使用该技术的挑战和局限性。本综述的重要意义在于，它有可能为有意在对外汉语教学中使用虚拟现实的教育工作者、研究人员和实践者提供有关研究现状及其对语言学习的影响的信息。它还有助于开发在对外汉语教学中有效使用虚拟现实的最佳实践，最终提高学生的语言学习效果。
{"title":"A systematic review of the use of virtual reality in teaching Chinese as a foreign language","authors":"Weiming Liu","doi":"10.1515/jccall-2023-0005","DOIUrl":"https://doi.org/10.1515/jccall-2023-0005","url":null,"abstract":"Abstract The purpose of this review is to provide a thorough analysis of existing research on the implementation of virtual reality (VR) in teaching Chinese as a foreign language (TCFL). In recent years, there has been a growing interest in the potential benefits of VR for language learning, and multiple studies have explored its application in TCFL. However, to date, no systematic reviews on the specific uses of VR in TCFL have been conducted. This study aims to bridge this gap by conducting a comprehensive review of empirical articles on the topic, identified from the Scopus and Web of Science databases. The search terms include “VR”, “virtual reality”, and “Chinese language”. The findings of this review shed light on the current trends in VR-related publications in the field of TCFL, the research settings where VR is used to support learning, and the potential benefits and effectiveness of VR in enhancing Chinese language learning, such as linguistic growth, communication skills, motivation, and immersive and authentic learning contexts. The review also highlights the challenges and limitations of using this technology in TCFL. The significance of this review lies in its potential to inform educators, researchers, and practitioners interested in using VR in TCFL about the current state of research and its implications for language learning. It can also contribute to the development of best practices for the effective use of VR in TCFL, ultimately leading to improved language learning outcomes for students.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135045187","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 : 2023-09-15DOI: 10.1515/jccall-2023-0015
Jeong-Bae Son, Natasha Kathleen Ružić, Andrew Philpott
Abstract Artificial intelligence (AI) is changing many aspects of education and is gradually being introduced to language education. This article reviews the literature to examine main trends and common findings in relation to AI technologies and applications for second and foreign language learning and teaching. With special reference to computer-assisted language learning (CALL), the article explores natural language processing (NLP), data-driven learning (DDL), automated writing evaluation (AWE), computerized dynamic assessment (CDA), intelligent tutoring systems (ITSs), automatic speech recognition (ASR), and chatbots. It contributes to discussions on understanding and using AI-supported language learning and teaching. It suggests that AI will be continuously integrated into language education and AI technologies and applications will have a profound impact on language learning and teaching. Language educators need to ensure that AI is effectively used to support language learning and teaching in AI-powered contexts. More rigorous research on AI-supported language learning and teaching is recommended to maximise second and foreign language learning and teaching with AI.
{"title":"Artificial intelligence technologies and applications for language learning and teaching","authors":"Jeong-Bae Son, Natasha Kathleen Ružić, Andrew Philpott","doi":"10.1515/jccall-2023-0015","DOIUrl":"https://doi.org/10.1515/jccall-2023-0015","url":null,"abstract":"Abstract Artificial intelligence (AI) is changing many aspects of education and is gradually being introduced to language education. This article reviews the literature to examine main trends and common findings in relation to AI technologies and applications for second and foreign language learning and teaching. With special reference to computer-assisted language learning (CALL), the article explores natural language processing (NLP), data-driven learning (DDL), automated writing evaluation (AWE), computerized dynamic assessment (CDA), intelligent tutoring systems (ITSs), automatic speech recognition (ASR), and chatbots. It contributes to discussions on understanding and using AI-supported language learning and teaching. It suggests that AI will be continuously integrated into language education and AI technologies and applications will have a profound impact on language learning and teaching. Language educators need to ensure that AI is effectively used to support language learning and teaching in AI-powered contexts. More rigorous research on AI-supported language learning and teaching is recommended to maximise second and foreign language learning and teaching with AI.","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353912","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 : 2023-08-01DOI: 10.1515/jccall-2023-frontmatter1
{"title":"Frontmatter","authors":"","doi":"10.1515/jccall-2023-frontmatter1","DOIUrl":"https://doi.org/10.1515/jccall-2023-frontmatter1","url":null,"abstract":"","PeriodicalId":497870,"journal":{"name":"Journal of China computer-assisted language learning","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136222839","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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