Differentiated instruction (DI), an educational philosophy that aims to cater for learner diversity, has been advocated by scholars and teachers over the past two decades. Nevertheless, little is known about how teachers practise DI in online teaching, particularly in the context of English language teaching during the outbreak of the COVID‐19 pandemic. To fill this gap, this single participant case study aimed to delineate concrete ways of implementing DI during an online English writing lesson for English as a second language (ESL) learners in a Hong Kong primary school. To provide a thick description, multiple sources of data were extracted from a rich data pool of a two‐year longitudinal teacher professional development project which included lesson recordings, post‐lesson debriefing meeting recordings, and student work. The findings suggested that the case teacher employed various DI strategies (i.e., providing chances for all student participation, using multisensory pedagogical designs, using information technology) to cater for learner diversity during online English teaching. It is argued that despite the potential challenges, it could be feasible and manageable to employ some DI strategies to address learner diversity during online English teaching. This study contributes to DI theory and practice by deepening our understanding of implementing DI in the context of online English teaching and providing a valuable reference for educational practitioners. It also advances our knowledge of how technology could be leveraged to support DI implementation.
差异化教学（Differentiated instruction，DI）是一种旨在照顾学习者多样性的教育理念，在过去二十年中一直为学者和教师所倡导。然而，人们对教师如何在网络教学中实践 "差异化教学 "知之甚少，尤其是在 COVID-19 大流行爆发期间的英语教学背景下。为了填补这一空白，本研究以单人参与的案例研究为基础，旨在描述香港一所小学在为英语作为第二语言（ESL）的学习者开设的在线英语写作课上实施DI的具体方法。为了提供详尽的描述，我们从一个为期两年的纵向教师专业发展项目的丰富资料库中提取了多种数据来源，其中包括课程录音、课后汇报会议录音和学生作业。研究结果表明，该案例教师在在线英语教学中采用了多种 DI 策略（即为所有学生提供参与机会、使用多感官教学设计、使用信息技术）来照顾学习者的多样性。研究认为，尽管存在潜在的挑战，但在在线英语教学中采用一些 DI 策略来解决学习者多样性问题是可行的，也是可控的。这项研究加深了我们对在在线英语教学中实施 DI 的理解，为教育实践者提供了宝贵的参考，从而为 DI 理论和实践做出了贡献。它还增进了我们对如何利用技术来支持 DI 实施的了解。
{"title":"Differentiated instruction in an online ESL writing lesson: A single participant case study in Hong Kong","authors":"Weijun Liang","doi":"10.1002/tesj.808","DOIUrl":"https://doi.org/10.1002/tesj.808","url":null,"abstract":"Differentiated instruction (DI), an educational philosophy that aims to cater for learner diversity, has been advocated by scholars and teachers over the past two decades. Nevertheless, little is known about how teachers practise DI in online teaching, particularly in the context of English language teaching during the outbreak of the COVID‐19 pandemic. To fill this gap, this single participant case study aimed to delineate concrete ways of implementing DI during an online English writing lesson for English as a second language (ESL) learners in a Hong Kong primary school. To provide a thick description, multiple sources of data were extracted from a rich data pool of a two‐year longitudinal teacher professional development project which included lesson recordings, post‐lesson debriefing meeting recordings, and student work. The findings suggested that the case teacher employed various DI strategies (i.e., providing chances for all student participation, using multisensory pedagogical designs, using information technology) to cater for learner diversity during online English teaching. It is argued that despite the potential challenges, it could be feasible and manageable to employ some DI strategies to address learner diversity during online English teaching. This study contributes to DI theory and practice by deepening our understanding of implementing DI in the context of online English teaching and providing a valuable reference for educational practitioners. It also advances our knowledge of how technology could be leveraged to support DI implementation.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444721","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}
To examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic English as a lingua franca (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self-selected English speakers and anonymous (audio-recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.
{"title":"Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities","authors":"Lilia Savova, Maryam Azarnoosh","doi":"10.1002/tesj.809","DOIUrl":"https://doi.org/10.1002/tesj.809","url":null,"abstract":"To examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic <i>English as a lingua franca</i> (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self-selected English speakers and anonymous (audio-recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946007","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}
With a focus on Culturally and Linguistically Diverse (CaLD) women, this article will discuss the underlying gender inequalities and stereotypes these women experience in Australian tertiary institutions through reflections of translingual discrimination. Translingual discrimination refers to the ideologies and practices that produce unequal linguistic power relationships between CaLD communities and dominant communities of the host society, focusing on the central role that language plays in the enduring relevance of discrimination disparity. Because of CaLD women's translingual identities, these groups experience such aspects of translingual discrimination as accentism, naming practices, linguistic subordination, deskilling, and stereotyping, which eventually affect their well‐being and economic security. CaLD women need a linguistically and culturally “safe space” where they will be supported and appreciated based on their capabilities and skills and not subjected to objectification, femininity evaluations, and derogatory actions. Opportunities for women should persist because, unfortunately, in men‐dominated fields, these opportunities are still necessary to support and include women.
{"title":"“Women are capable too!” Exploring intersectionality and challenging CaLD gender stereotypes at Australian universities","authors":"Ana Tankosić, Sender Dovchin","doi":"10.1002/tesj.806","DOIUrl":"https://doi.org/10.1002/tesj.806","url":null,"abstract":"With a focus on Culturally and Linguistically Diverse (CaLD) women, this article will discuss the underlying gender inequalities and stereotypes these women experience in Australian tertiary institutions through reflections of <jats:italic>translingual discrimination</jats:italic>. Translingual discrimination refers to the ideologies and practices that produce unequal linguistic power relationships between CaLD communities and dominant communities of the host society, focusing on the central role that language plays in the enduring relevance of discrimination disparity. Because of CaLD women's translingual identities, these groups experience such aspects of translingual discrimination as accentism, naming practices, linguistic subordination, deskilling, and stereotyping, which eventually affect their well‐being and economic security. CaLD women need a linguistically and culturally “safe space” where they will be supported and appreciated based on their capabilities and skills and not subjected to objectification, femininity evaluations, and derogatory actions. Opportunities for women should persist because, unfortunately, in men‐dominated fields, these opportunities are still necessary to support and include women.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946307","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}
{"title":"CHATGPT: A CRITICAL EVALUATION","authors":"İbrahim Halil Topal","doi":"10.1002/tesj.810","DOIUrl":"https://doi.org/10.1002/tesj.810","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959482","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}
Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of queer allyship is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer allyship describes allies who work together to challenge common heteronormative and cisgender assumptions of oneself to think queer and provoke actions in relational systems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone—it is ecological work, which demands collective and communal care for and with all students and teachers.
{"title":"Queer allyship in TESOL: We need to ACTS now!","authors":"Ethan Trinh","doi":"10.1002/tesj.801","DOIUrl":"https://doi.org/10.1002/tesj.801","url":null,"abstract":"Building queer allyship is an in-the-making, incomplete, and situated process in and beyond TESOL. In this article, I propose that the concept of <i>queer allyship</i> is not a conceptual but practical and calling-for-action approach on an everyday life basis. Queer allyship describes <b>a</b>llies who work together to challenge <b>c</b>ommon heteronormative and cisgender assumptions of oneself to <b>t</b>hink queer and provoke actions in relational <b>s</b>ystems of support (ACTS). In this article, I invite the readers to think queer with me about the missing aspect of queer allyship in TESOL, address the importance of doing this work, and offer some queer considerations for teachers and administrators to try in their own spaces. I conclude the article by acknowledging two things. One, everyone can queer their own thinking and actions; therefore, everyone can be queers themselves. Two, doing queer allyship work should not be the sole responsibility of anyone—it is ecological work, which demands collective and communal care <i>for and with</i> all students and teachers.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922230","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}
Racism in TESOL and other academic fields is nothing new, nor are discussions on the topic. However, a majority of the racist encounters discussed in existing literature report on the negative experiences of language teachers and/or students. An area that has historically been ignored and is long due exploration is the negative experiences of nonnative English-speaking leaders (NNESLs), especially when they lead and/or interact with colleagues among whom ideologies of Whiteness and native English speakerism are dominant. With an aim to fill this gap, this article provides a narrative inquiry of an NNESL's experiences of facing epistemological and institutional racism as she leads a division within an International Branch Campus (IBC) of a U.S. university in an English as an international language (EIL) context in the Middle East. As the NNESL attempts to introduce necessary innovations and policy changes, her capacity as a change maker is questioned, partly due to her nationality, nonnativeness, race, and gender. This article is an attempt to uncover the racial discrimination experienced by NNESLs by providing examples of epistemological and institutional racism embedded in racist discourses and practices, and how it, directly or indirectly, plays a significant role in power relations, institutional structures, and identities, and has implications for the field of TESOL leadership.
{"title":"Intersectional lens to the study of racism in TESOL leadership: A narrative inquiry of a Nonnative English-speaking leader (NNESL) exposing epistemological and institutional racism","authors":"Kashif Raza, Zohreh Eslami","doi":"10.1002/tesj.803","DOIUrl":"https://doi.org/10.1002/tesj.803","url":null,"abstract":"Racism in TESOL and other academic fields is nothing new, nor are discussions on the topic. However, a majority of the racist encounters discussed in existing literature report on the negative experiences of language teachers and/or students. An area that has historically been ignored and is long due exploration is the negative experiences of nonnative English-speaking leaders (NNESLs), especially when they lead and/or interact with colleagues among whom ideologies of Whiteness and native English speakerism are dominant. With an aim to fill this gap, this article provides a narrative inquiry of an NNESL's experiences of facing epistemological and institutional racism as she leads a division within an International Branch Campus (IBC) of a U.S. university in an English as an international language (EIL) context in the Middle East. As the NNESL attempts to introduce necessary innovations and policy changes, her capacity as a change maker is questioned, partly due to her nationality, nonnativeness, race, and gender. This article is an attempt to uncover the racial discrimination experienced by NNESLs by providing examples of epistemological and institutional racism embedded in racist discourses and practices, and how it, directly or indirectly, plays a significant role in power relations, institutional structures, and identities, and has implications for the field of TESOL leadership.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922458","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}
{"title":"GOOGLE BARD AS AN AUTOMATED WRITTEN CORRECTIVE FEEDBACK TOOL: POSSIBILITIES AND DRAWBACKS","authors":"J. Barrot","doi":"10.1002/tesj.805","DOIUrl":"https://doi.org/10.1002/tesj.805","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139960963","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 examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.
{"title":"Supporting newcomer children's cultural transitions with contemporary Canadian picture books","authors":"Sunny C. Li, Brittany Adam","doi":"10.1002/tesj.802","DOIUrl":"https://doi.org/10.1002/tesj.802","url":null,"abstract":"This article examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922232","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}
Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.
{"title":"Towards a more equitable ELT practice: Practicing queer inquiry in Thailand's university language classrooms","authors":"M. Ulla, Joshua M. Paiz","doi":"10.1002/tesj.800","DOIUrl":"https://doi.org/10.1002/tesj.800","url":null,"abstract":"Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto‐ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer‐informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer‐informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840492","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}
Teachers often repeat language learning tasks and materials with students year after year. Although some tasks do not render satisfactory outcomes, students' performances can serve as valuable historical autoethnographic data that teachers can reflect on to improve their teaching materials and language learning tasks. In this article, using autoethnography as a pedagogical tool, I share my thinking and experiences regarding one task type (the simile task), which I have used with students over the years to develop creative language use (language creativity). I reflect on various similes produced and attempt to discover how to redesign the somewhat imperfect task to optimize creative language use. In particular, I try to find new constraints that can be set up to funnel the creative behaviour of the teacher and students. Before promoting students' creativity, teachers must nurture their creativity under various self-imposed constraints. Teachers' personal experience is a valuable source when implementing creative language teaching. This article shows two task constraints that can be set up to stimulate creativity in language learning tasks: exclusionary constraints (avoiding confirmation-based salient patterns) and focusing constraints (requiring the use of violation-based salient patterns). It also shows how we can identify micro-constraints to be excluded or focused on.
{"title":"Finding constraints to foster creativity in language learning tasks: An autoethnographic approach","authors":"Tan Bee Tin","doi":"10.1002/tesj.792","DOIUrl":"https://doi.org/10.1002/tesj.792","url":null,"abstract":"Teachers often repeat language learning tasks and materials with students year after year. Although some tasks do not render satisfactory outcomes, students' performances can serve as valuable historical autoethnographic data that teachers can reflect on to improve their teaching materials and language learning tasks. In this article, using autoethnography as a pedagogical tool, I share my thinking and experiences regarding one task type (the simile task), which I have used with students over the years to develop creative language use (language creativity). I reflect on various similes produced and attempt to discover how to redesign the somewhat imperfect task to optimize creative language use. In particular, I try to find new constraints that can be set up to funnel the creative behaviour of the teacher and students. Before promoting students' creativity, teachers must nurture their creativity under various self-imposed constraints. Teachers' personal experience is a valuable source when implementing creative language teaching. This article shows two task constraints that can be set up to stimulate creativity in language learning tasks: exclusionary constraints (avoiding confirmation-based salient patterns) and focusing constraints (requiring the use of violation-based salient patterns). It also shows how we can identify micro-constraints to be excluded or focused on.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762033","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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