Pub Date : 2022-07-15DOI: 10.32996/ijels.2022.4.3.10
Ramil G. Ilustre, Mariel Catindig, J. D. Dela Cruz
Over the last decades, language anxiety has emerged as a major concern in second and foreign language learning studies, and it is a topic that has sparked much debate. This paper reviews the related studies conducted on the said topic. Specifically, this scoping review focuses on the effect of language anxiety on the academic performance of students. Results show that there is an indirect relationship between language anxiety and the academic performance of students. Hence, it is important to note that strategies that will lessen language anxiety in the learning process will be a great help for students to perform well in class.
{"title":"Anxiously Anxious: How Foreign Language Anxiety Affects Students’ Academic Performance","authors":"Ramil G. Ilustre, Mariel Catindig, J. D. Dela Cruz","doi":"10.32996/ijels.2022.4.3.10","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.10","url":null,"abstract":"Over the last decades, language anxiety has emerged as a major concern in second and foreign language learning studies, and it is a topic that has sparked much debate. This paper reviews the related studies conducted on the said topic. Specifically, this scoping review focuses on the effect of language anxiety on the academic performance of students. Results show that there is an indirect relationship between language anxiety and the academic performance of students. Hence, it is important to note that strategies that will lessen language anxiety in the learning process will be a great help for students to perform well in class.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82082855","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 : 2022-07-13DOI: 10.32996/ijels.2022.4.3.6
Samuel Tamba
The study dealt with comprehensive documentation of the language features of locative particles in the Krio Language in Kailahun District, a dominant non-native Krio area. The study examined specific language usage in space, synonymous with deictic features with respect to the speaker. The study used fluent and literate speakers of Krio, though few are non-native krio speakers. Based on the topic, the researcher considered personal experience in doing the research, including designing instruments such as desk-top research, use of the tape recorder, and corpus-based research. The findings revealed that locative nouns, locative particles, and locativized nouns exist in the Krio language and that such morphological and semantic features enhance comprehension, competence, and performance.
{"title":"Analysing the Use of some Morphological and Semantic Particles in the Krio Language in Kailahun District, Sierra Leone","authors":"Samuel Tamba","doi":"10.32996/ijels.2022.4.3.6","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.6","url":null,"abstract":"The study dealt with comprehensive documentation of the language features of locative particles in the Krio Language in Kailahun District, a dominant non-native Krio area. The study examined specific language usage in space, synonymous with deictic features with respect to the speaker. The study used fluent and literate speakers of Krio, though few are non-native krio speakers. Based on the topic, the researcher considered personal experience in doing the research, including designing instruments such as desk-top research, use of the tape recorder, and corpus-based research. The findings revealed that locative nouns, locative particles, and locativized nouns exist in the Krio language and that such morphological and semantic features enhance comprehension, competence, and performance.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90349484","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 : 2022-07-13DOI: 10.32996/ijels.2022.4.3.8
Henry Fonji Achaleke
The teaching and learning of a second language is such a complex educational area that practitioners and teachers must continue to find better ways to help learners acquire the language faster and easier. Academic presentation skills and public speaking remains one of the most challenging areas of language acquisition and expression. This classroom study is designed to examine the impact of authentic videos (TEDTALKS) on students’ academic presentation skills. A participatory research approach (PAR) is used, and a group of 34 first-year international business students taking the course EAP is used as the sample for the study. Findings reveal that the introduction of authentic videos to the classroom had a significant influence on students’ presentation skills in several areas; introduction, confidence, speech patterns, non-verbal communication, presentation style, and even choice of words; Suggesting that exposing second language learners to authentic content of the target language could greatly contribute to their second language acquisition. This is so because such content bridges a part of the gap created by the limited exposure to the target language being acquired.
{"title":"Impact of Authentic Videos on Students’ Academic Presentation Skills, the Case of TED Talks and International Business Management Students in Ubon Ratchathani University","authors":"Henry Fonji Achaleke","doi":"10.32996/ijels.2022.4.3.8","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.8","url":null,"abstract":"The teaching and learning of a second language is such a complex educational area that practitioners and teachers must continue to find better ways to help learners acquire the language faster and easier. Academic presentation skills and public speaking remains one of the most challenging areas of language acquisition and expression. This classroom study is designed to examine the impact of authentic videos (TEDTALKS) on students’ academic presentation skills. A participatory research approach (PAR) is used, and a group of 34 first-year international business students taking the course EAP is used as the sample for the study. Findings reveal that the introduction of authentic videos to the classroom had a significant influence on students’ presentation skills in several areas; introduction, confidence, speech patterns, non-verbal communication, presentation style, and even choice of words; Suggesting that exposing second language learners to authentic content of the target language could greatly contribute to their second language acquisition. This is so because such content bridges a part of the gap created by the limited exposure to the target language being acquired.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82995942","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 : 2022-07-13DOI: 10.32996/ijels.2022.4.3.7
A. Santos, V. Fernández, Ramil G. Ilustre
The Philippines is considered one of the largest English-speaking nations in the world. In fact, English is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in English language proficiency can be observed among Filipinos based on the EF English Proficiency Index, Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning environment, teaching strategies, comprehensive input, learners’ socio-economic status, and learners' age. Several articles have been reviewed and examined for the authors to come up with the following conclusions: 1) Continuous practice and usage of the English language could help us further cement our economy; 2) there is still a huge room for improvement in terms of grammar which could also help alleviate learners’ anxiousness, and 3) we still need to strike a balance in polishing the English language education and nurturing our local and cultural languages. This review will help the teachers in planning and implementing English classes to improve students' English proficiency, the educational institutions that aim to uplift the quality of English language teaching, and curriculum developers in constructing innovative English proficiency learning materials.
{"title":"English Language Proficiency in the Philippines: An Overview","authors":"A. Santos, V. Fernández, Ramil G. Ilustre","doi":"10.32996/ijels.2022.4.3.7","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.7","url":null,"abstract":"The Philippines is considered one of the largest English-speaking nations in the world. In fact, English is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in English language proficiency can be observed among Filipinos based on the EF English Proficiency Index, Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning environment, teaching strategies, comprehensive input, learners’ socio-economic status, and learners' age. Several articles have been reviewed and examined for the authors to come up with the following conclusions: 1) Continuous practice and usage of the English language could help us further cement our economy; 2) there is still a huge room for improvement in terms of grammar which could also help alleviate learners’ anxiousness, and 3) we still need to strike a balance in polishing the English language education and nurturing our local and cultural languages. This review will help the teachers in planning and implementing English classes to improve students' English proficiency, the educational institutions that aim to uplift the quality of English language teaching, and curriculum developers in constructing innovative English proficiency learning materials.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84417484","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 : 2022-07-13DOI: 10.32996/ijels.2022.4.3.9
Lyn Ching Pascual, Greogorie Dionisio, Ramil G. Ilustre
This scoping review research attempts to examine vocabulary acquisition and vocabulary learning strategies of second language learners. It found that different students used a variety of vocabulary learning strategies. Effective learning strategies would best be learned through the help of the teachers. Moreover, the study indicates a beneficial effect of integrating technology in acquiring vocabulary in a second language.
{"title":"Vocabulary Acquisition and Learning Strategies in Second Language Learning: A Review Paper","authors":"Lyn Ching Pascual, Greogorie Dionisio, Ramil G. Ilustre","doi":"10.32996/ijels.2022.4.3.9","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.9","url":null,"abstract":"This scoping review research attempts to examine vocabulary acquisition and vocabulary learning strategies of second language learners. It found that different students used a variety of vocabulary learning strategies. Effective learning strategies would best be learned through the help of the teachers. Moreover, the study indicates a beneficial effect of integrating technology in acquiring vocabulary in a second language.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82707938","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 : 2022-07-08DOI: 10.32996/ijels.2022.4.3.5
Rhoan Lyka Bergonia, Destiny Baricante, Ramil G. Ilustre
This scoping review studies the proper ethics in conducting research in second language acquisition. This scoping review mainly directs to synthesizing relevant studies and literature on proper ethics when conducting research. Ethics, in most common ways, define norms for conduct that distinguish between acceptable and unacceptable behavior. Hence, this scoping review gathered and scrutinized recent and relevant papers from various databases. The collected papers consist of qualitative and quantitative studies. Many researchers agree that ethics in research is crucial in every study. Hence, this paper analyzes recent and relevant papers about ethics in conducting research. A byproduct of these studies can lead to a better understanding of promoting proper ethics in conducting research.
{"title":"Ethics in Conducting Research in Second Language Acquisition","authors":"Rhoan Lyka Bergonia, Destiny Baricante, Ramil G. Ilustre","doi":"10.32996/ijels.2022.4.3.5","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.5","url":null,"abstract":"This scoping review studies the proper ethics in conducting research in second language acquisition. This scoping review mainly directs to synthesizing relevant studies and literature on proper ethics when conducting research. Ethics, in most common ways, define norms for conduct that distinguish between acceptable and unacceptable behavior. Hence, this scoping review gathered and scrutinized recent and relevant papers from various databases. The collected papers consist of qualitative and quantitative studies. Many researchers agree that ethics in research is crucial in every study. Hence, this paper analyzes recent and relevant papers about ethics in conducting research. A byproduct of these studies can lead to a better understanding of promoting proper ethics in conducting research.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89480427","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 : 2022-07-08DOI: 10.32996/ijels.2022.4.3.4
Krizia Clarisse Galvez-Capili, M. Gloria, Ramil G. Ilustre
This paper synthesizes findings from qualitative and quantitative research on corrective feedback in an English as a Second Language (ESL) classroom. This paper revisited the characteristics and purposes of corrective feedback. Searches were conducted using the following research and journal databases: Google Scholar, Academia.edu, Research Gate, and Directory of Open Access Journals (DOAJ). The results provide analyses of the four corrective feedbacks, namely, recast, clarification request, metalinguistic feedback, and elicitation. The researchers also provide examples appropriate to each key stage of K-12 schooling in the Philippines. It is emphasized in this paper that learners learn best if they are aware that they are corrected and if the manner of correcting them is not obtrusive.
{"title":"Corrective Feedback in K-12 English: Characteristics, Purposes, and Examples","authors":"Krizia Clarisse Galvez-Capili, M. Gloria, Ramil G. Ilustre","doi":"10.32996/ijels.2022.4.3.4","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.4","url":null,"abstract":"This paper synthesizes findings from qualitative and quantitative research on corrective feedback in an English as a Second Language (ESL) classroom. This paper revisited the characteristics and purposes of corrective feedback. Searches were conducted using the following research and journal databases: Google Scholar, Academia.edu, Research Gate, and Directory of Open Access Journals (DOAJ). The results provide analyses of the four corrective feedbacks, namely, recast, clarification request, metalinguistic feedback, and elicitation. The researchers also provide examples appropriate to each key stage of K-12 schooling in the Philippines. It is emphasized in this paper that learners learn best if they are aware that they are corrected and if the manner of correcting them is not obtrusive.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81741645","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 : 2022-07-03DOI: 10.32996/ijels.2022.4.3.3
Norbert L. Bontuyan
This study assessed the effectiveness of blended learning for effective reflective essay writing among Grade 9 students of Pit-os National High School, Pit-os, Cebu City, for the School year 2018-2019. The quasi experimental method of research was employed. There were 50 Grade 9 students involved in the study. These subjects were grouped into two: the control and experimental groups. The experimental group was intervened with the use of a blended learning approach using the visual writing prompt, an online tool, while the control group was taught with the traditional method of teaching. The main instrument used was The Day of Destiny by Sir Thomas Malory. An assessment rubric was used to assess the performance of both the experimental and control groups. There was a significant difference between the posttest performances of the control and experimental groups. The findings showed that the students who were exposed to the blended learning approach had enhanced their writing performance more than the control group. The study concluded that the blended learning approach is effective in improving the writing performances of the students. Furthermore, this approach provides effective instructional experiences for the students because of the responsive environment.
{"title":"Blended Learning for Effective Reflective Essay Writing","authors":"Norbert L. Bontuyan","doi":"10.32996/ijels.2022.4.3.3","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.3","url":null,"abstract":"This study assessed the effectiveness of blended learning for effective reflective essay writing among Grade 9 students of Pit-os National High School, Pit-os, Cebu City, for the School year 2018-2019. The quasi experimental method of research was employed. There were 50 Grade 9 students involved in the study. These subjects were grouped into two: the control and experimental groups. The experimental group was intervened with the use of a blended learning approach using the visual writing prompt, an online tool, while the control group was taught with the traditional method of teaching. The main instrument used was The Day of Destiny by Sir Thomas Malory. An assessment rubric was used to assess the performance of both the experimental and control groups. There was a significant difference between the posttest performances of the control and experimental groups. The findings showed that the students who were exposed to the blended learning approach had enhanced their writing performance more than the control group. The study concluded that the blended learning approach is effective in improving the writing performances of the students. Furthermore, this approach provides effective instructional experiences for the students because of the responsive environment.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"307 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76139843","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 : 2022-07-03DOI: 10.32996/ijels.2022.4.3.2
J. Bontuyan
This study assessed the effectiveness of the Academic Diary in the teaching of Oral Communication in Context. This study is a mixed-method in which the students’ pre-post test scores are the quantitative figures, while the students’ experiences in their use of Academic Diary form part of the qualitative data. The pre-post test scores of the students were used to identify if the application of the Academic Diary in the teaching of Oral Communication in Context could possibly elevate the students’ learning and comprehension. Moreover, structured questions were used during the guided interview to get the students’ experiences with regard to the usability, suitability, and efficiency of the Academic Diary. Statistically, the results revealed that there is a significant difference between the pre-post test scores of the students. Based on the extracts during the guided-interview, the findings conveyed that Academic Diary is usable because it enhances learning, is suitable because it stores learned information, and is efficient because it provides learners with learning guidance. This implies that Academic Diary in the teaching of Oral Communication in Context is effective in enhancing students’ learning and comprehension of the most essential learning competencies. Therefore, it is highly suggested that educators may use the Academic Diary to keep track of the students’ actual learning status for a tailored-fit intervention.
{"title":"Academic Diary in the Teaching of Oral Communication in Context","authors":"J. Bontuyan","doi":"10.32996/ijels.2022.4.3.2","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.2","url":null,"abstract":"This study assessed the effectiveness of the Academic Diary in the teaching of Oral Communication in Context. This study is a mixed-method in which the students’ pre-post test scores are the quantitative figures, while the students’ experiences in their use of Academic Diary form part of the qualitative data. The pre-post test scores of the students were used to identify if the application of the Academic Diary in the teaching of Oral Communication in Context could possibly elevate the students’ learning and comprehension. Moreover, structured questions were used during the guided interview to get the students’ experiences with regard to the usability, suitability, and efficiency of the Academic Diary. Statistically, the results revealed that there is a significant difference between the pre-post test scores of the students. Based on the extracts during the guided-interview, the findings conveyed that Academic Diary is usable because it enhances learning, is suitable because it stores learned information, and is efficient because it provides learners with learning guidance. This implies that Academic Diary in the teaching of Oral Communication in Context is effective in enhancing students’ learning and comprehension of the most essential learning competencies. Therefore, it is highly suggested that educators may use the Academic Diary to keep track of the students’ actual learning status for a tailored-fit intervention.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77660654","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 : 2022-07-01DOI: 10.32996/ijels.2022.4.3.1
Reima Al-Jarf
Teaching and learning of technical terms constitute a major problem for ESP instructors and students. To help the students learn, retain, apply and relate technical terms, a multiple-associations instructional approach that focuses on connecting the printed form of the technical term with its pronunciation (the hidden sounds, double and silent letters, and homophones), with its part of speech, singular or plural form, synonym or antonym, English and Arabic meanings, usage, component parts (prefixes, suffixes, roots), previously-encountered terms and others should be followed while presenting the new technical terms in business, computer science and engineering to the students. Categorization, association, and visualization skills and mnemonic approaches should be emphasized. Mind maps can be used to show those connections. Out of class, extensive listening and reading activities are also encouraged. Quizzes should require the students to make the multiple associations described in the article. The multiple-associations instructional approach proved to be effective in enhancing the learning of technical terms by EFL college students. Further recommendations for strategies that can be used in teaching multiple associations are given.
{"title":"A Multiple-Associations Approach to Teaching Technical Terms in English for Specific Purposes Courses","authors":"Reima Al-Jarf","doi":"10.32996/ijels.2022.4.3.1","DOIUrl":"https://doi.org/10.32996/ijels.2022.4.3.1","url":null,"abstract":"Teaching and learning of technical terms constitute a major problem for ESP instructors and students. To help the students learn, retain, apply and relate technical terms, a multiple-associations instructional approach that focuses on connecting the printed form of the technical term with its pronunciation (the hidden sounds, double and silent letters, and homophones), with its part of speech, singular or plural form, synonym or antonym, English and Arabic meanings, usage, component parts (prefixes, suffixes, roots), previously-encountered terms and others should be followed while presenting the new technical terms in business, computer science and engineering to the students. Categorization, association, and visualization skills and mnemonic approaches should be emphasized. Mind maps can be used to show those connections. Out of class, extensive listening and reading activities are also encouraged. Quizzes should require the students to make the multiple associations described in the article. The multiple-associations instructional approach proved to be effective in enhancing the learning of technical terms by EFL college students. Further recommendations for strategies that can be used in teaching multiple associations are given.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"195 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76530789","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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