TEFLIN Journal-A publication on the teaching and learning of English最新文献

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ADAPTING AND TRANSFORMING ELT DURING AND POST COVID-19 ERA: PEOPLE, PLACES, AND PURPOSES 2019冠状病毒病期间和后时代:人、地点和目的
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-12 DOI: 10.15639/teflinjournal.v34i1/194-208
A. O'Boyle, Udi Samanhudi
{"title":"ADAPTING AND TRANSFORMING ELT DURING AND POST COVID-19 ERA: PEOPLE, PLACES, AND PURPOSES","authors":"A. O'Boyle, Udi Samanhudi","doi":"10.15639/teflinjournal.v34i1/194-208","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/194-208","url":null,"abstract":"This article discusses the adaptations and possible transformations in ELT during and post COVID-19 times. The traditional focus for ELT is often a narrow perspective on teaching methodology, epitomized by the “3 Ps” in ELT- Present, Practice, Produce. We argue for a realignment of focus to “People, Places, and Purposes” in ELT and a focus on addressing social issues. We frame our discussion on the notion of being ultra-social and illustrate the creativity and adaptability in language use during the pandemic. Questioning the deeply held assumptions in ELT, we propose transformative action on social issues: speaking, shifting boundaries and sustainability. ","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127966183","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}
引用次数: 0
SPECIALISED LEARNER CORPUS RESEARCH: A REVIEW FOR FUTURE DIRECTIONS OF THE GLOBAL AND MALAYSIAN CONTEXTS 专业学习者语料库研究:对全球和马来西亚语境未来方向的回顾
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-12 DOI: 10.15639/teflinjournal.v34i1/176-193
Radika Subramaniam, Sheena Kaur
{"title":"SPECIALISED LEARNER CORPUS RESEARCH: A REVIEW FOR FUTURE DIRECTIONS OF THE GLOBAL AND MALAYSIAN CONTEXTS","authors":"Radika Subramaniam, Sheena Kaur","doi":"10.15639/teflinjournal.v34i1/176-193","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/176-193","url":null,"abstract":"Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this paper presents a review of specialised LCR based on journal articles from the Web of Science database and the Google scholar, reference books and relevant websites to address the gap both globally and within the Malaysian context for future needs. The review suggests the need for more specialised/genre-specific or discipline-based learner corpus studies employing the non-native novice versus native novice and expert comparative method in both global and Malaysian contexts, with more studies executed in relation to specialised learner corpora in the latter. In relation to linguistic aspect, the understanding of lexical bundles’ communicative function can be attempted through the analysis from the core word to the surrounding pattern or discourse. The use of learner corpus as a pedagogical instrument needs also to be well-accepted and executed to enhance the teaching and learning of academic writing in ESAP classrooms via Data-Driven Learning approach or corpus-related activities.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132817256","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}
引用次数: 0
DEMYSTIFYING STUDENT-UNIVERSITY IDENTIFICATION AMONG VIRTUAL TEFL CANDIDATES: THE CASE OF IRAN 揭秘虚拟tefl考生的学生-大学身份:伊朗的案例
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-11 DOI: 10.15639/teflinjournal.v34i1/97-115
E. A. Salimi, Zahra Banitalebi
{"title":"DEMYSTIFYING STUDENT-UNIVERSITY IDENTIFICATION AMONG VIRTUAL TEFL CANDIDATES: THE CASE OF IRAN","authors":"E. A. Salimi, Zahra Banitalebi","doi":"10.15639/teflinjournal.v34i1/97-115","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/97-115","url":null,"abstract":"Student-University Identification (SUI) of virtual students in higher education is one area of identity that receives less attention. This study aimed to explore the SUI of a purposive sample of five virtual students studying Teaching English as a Foreign Language (TEFL) at the Ph.D. level in Iran. Investigating SUI in higher education among virtual TEFL Ph.D. candidates potentially contributes to demystifying a complex relationship of factors, such as cultural experiences, linguistic backgrounds, and online environment challenges. Using phenomenology, the study investigated the identities of the participants by thematically analyzing semi-structured interview data. The findings revealed the participants’ various ways of identifying with a university, the subsequent consequences of identification, and the obstacles preventing them to develop SUI. The findings indicated that several factors at play are unique to doctoral candidates. The faculty prestige, research-based concerns, and nature of online media were identified to be crucial aspects of SUI for the TEFL Ph.D. students. Universities are thus advised to provide appropriate direction for virtual candidates. The study also found that some students perceived a lack of competence in TEFL, which, in turn, acted as a barrier to their SUI. To alleviate this problem, further research needs to identify what is lacking in teacher education university programs and what initiatives are required to improve TEFL students’ professional development and help them become confident English teachers.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123808462","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}
引用次数: 0
EXAMINING THE CONTENT ALIGNMENT BETWEEN LANGUAGE CURRICULUM AND A LANGUAGE TEST IN CHINA 考察中国语言课程与语言考试的内容一致性
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-11 DOI: 10.15639/teflinjournal.v34i1/116-135
Matthew P. Wallace, Haijiao Ke
{"title":"EXAMINING THE CONTENT ALIGNMENT BETWEEN LANGUAGE CURRICULUM AND A LANGUAGE TEST IN CHINA","authors":"Matthew P. Wallace, Haijiao Ke","doi":"10.15639/teflinjournal.v34i1/116-135","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/116-135","url":null,"abstract":"This study examined the content alignment between an English as a foreign language skills curriculum and a provincial language test in China. When there is misalignment in the content between the standards of a curriculum and a test, conclusions about student abilities and teaching effectiveness can be questioned. To examine this, three categories of alignment were investigated using document analysis and expert judgment: categorical concurrence, range of knowledge correspondence, and balance of representation. Eight reviewers coded the curriculum and test items. Results showed that the curriculum aligned across the three criteria for the listening and reading skills. For the writing skills, the range of knowledge correspondence and balance of representation criteria were met, but categorical concurrence was not. The test did not include speaking items, so there was complete misalignment with that curriculum. The findings showed that the test partially aligned with the curriculum, suggesting that performance may not fully represent students’ ability to meet the curricular standards. We recommend that future tests should comprehensively cover all of the content in the curriculum and when doing so to ensure there is a sufficient number of items measuring each objective. This would improve how accurately interpretations of student performance can be made.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128480369","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}
引用次数: 0
IMPLEMENTING GAMIFIED VOCABULARY LEARNING IN ASYNCHRONOUS MODE 实现异步模式下的游戏化词汇学习
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-11 DOI: 10.15639/teflinjournal.v34i1/136-156
Budi Waluyo, Hoang Minh Tran
{"title":"IMPLEMENTING GAMIFIED VOCABULARY LEARNING IN ASYNCHRONOUS MODE","authors":"Budi Waluyo, Hoang Minh Tran","doi":"10.15639/teflinjournal.v34i1/136-156","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/136-156","url":null,"abstract":"Gamified online quizzes have gained popularity for their potential in enhancing student learning motivations, creating engaging lessons, and improving learning outcomes. Yet, its application and effectiveness in support of student vocabulary learning have only been explored in synchronous learning setting. This study, hence, extended the exploration by examining the implementation of gamified vocabulary learning in an asynchronous mode and analyzing the impacts on students’ learning outcomes in class. The study was carried out for 10 weeks, involving 300 2nd year students at a Thai university. The instrument and measure comprised 500 English academic words made into 10 vocabulary sets on Quizizz.com, and 10 in-class vocabulary tests. The findings of the study revealed that students’ vocabulary learning practice in asynchronous mode had positive correlations with and could significantly predict their in-class vocabulary results. Female students outperformed male students; nonetheless, there was no significant difference across academic majors.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130559313","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}
引用次数: 0
FACILITATING THE CONSTRUCTION OF KNOWLEDGE COLLECTIVELY THROUGH DIALOGIC DISCOURSE: TEACHERS’ PERSPECTIVES AND PRACTICES IN ENGLISH LANGUAGE TEACHING 通过对话话语促进知识的集体建构:教师在英语教学中的观点与实践
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-11 DOI: 10.15639/teflinjournal.v34i1/79-96
Sheila Adelina Ramasamy, A. Zainal
{"title":"FACILITATING THE CONSTRUCTION OF KNOWLEDGE COLLECTIVELY THROUGH DIALOGIC DISCOURSE: TEACHERS’ PERSPECTIVES AND PRACTICES IN ENGLISH LANGUAGE TEACHING","authors":"Sheila Adelina Ramasamy, A. Zainal","doi":"10.15639/teflinjournal.v34i1/79-96","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/79-96","url":null,"abstract":"Dialogic discourse is said to aid the social and cognitive aspects of language learning and acquisition and students’ success in second language learning is therefore largely dependent on the interactional opportunities available. Recognising the potential impact of dialogic discourse in enhancing second language acquisition amongst Malaysian students, the Malaysian Ministry of Education (MOE) provided a large-scale training on dialogic discourse to a group of lower secondary English language teachers. This study explores the perceptions of English as a second language (ESL) teachers on the role of dialogic discourse in affording students’ opportunities for the construction of knowledge and investigates their practices in affording students with the opportunities to construct knowledge collectively through the discourse structure. To understand the role of dialogic discourse in affording students to construct knowledge collectively, five ESL teachers’ dialogic discourse strategies were examined. A qualitative approach was employed, which comprised semi-structured interviews and classroom observations for the data collection. Two of the teachers’ lessons were also examined to illustrate how dialogic discourse created opportunities for the construction of knowledge collectively which supported ESL learning through close discourse analysis of the lesson transcripts. The findings have shown that ESL teachers’ use of dialogic discourse strategies facilitates the construction of knowledge collectively among the students.This study expands our current understanding of how ESL learning occurs through classroom discourse.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116375614","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}
引用次数: 0
SYSTEMATIC REVIEW ON ISSUES AND CHALLENGES OF PRE-SERVICE ENGLISH TEACHERS IN MALAYSIA 马来西亚职前英语教师面临的问题与挑战
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-10 DOI: 10.15639/teflinjournal.v34i1/1-20
Norazrina Ag-Ahmad, Ahmad Thamrini Fadzlin Syed Mohamed, Erda Wati Bakar
{"title":"SYSTEMATIC REVIEW ON ISSUES AND CHALLENGES OF PRE-SERVICE ENGLISH TEACHERS IN MALAYSIA","authors":"Norazrina Ag-Ahmad, Ahmad Thamrini Fadzlin Syed Mohamed, Erda Wati Bakar","doi":"10.15639/teflinjournal.v34i1/1-20","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/1-20","url":null,"abstract":"This systematic review focuses on issues and challenges related to pre-service English teachers (PSETs) in Malaysia for the past decade. Even though improving English language teachers’ quality is a primary agenda in the Malaysian Education Blueprint 2013-2025, review studies documenting the recent issues and developments of pre-service teachers who are just joining the teaching profession are still lacking. Combining Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) with published review guidelines, the review utilised seven databases to look for current research. Subsequently, the final search yielded twenty articles for the qualitative synthesis using ATLAS.ti. It has been determined that the PSETs in Malaysia experience issues and challenges in terms of (1) teaching competency; (2) professional development; (3) support; (4) the disparity between theories and classroom practices; (5) classroom management and (6) transition stage in becoming a teacher. This study concludes that future teacher education needs to prepare trainee teachers to be more resilient and adaptable to new environments, challenges and unforeseen circumstances. Finally, several recommendations were highlighted for further studies.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124867555","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}
引用次数: 0
THE PORTRAITS OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ EMOTIONAL GEOGRAPHIES AND COPING STRATEGIES 印尼职前英语教师情感地理特征及应对策略
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-10 DOI: 10.15639/teflinjournal.v34i1/60-78
D. Imamyartha, B. Cahyono, K. Khotimah
{"title":"THE PORTRAITS OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ EMOTIONAL GEOGRAPHIES AND COPING STRATEGIES","authors":"D. Imamyartha, B. Cahyono, K. Khotimah","doi":"10.15639/teflinjournal.v34i1/60-78","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/60-78","url":null,"abstract":"This research reported on English pre-service teachers’ (henceforth PSTs) emotional dynamics during their teaching practicum in Indonesian schools. Research data were collected from retrospective reflections and stimulated recall with ten PSTs. Deploying Hargreaves’ (2001a) emotional geography, the research sought to portray PSTs’ emotional understandings and misunderstandings resulting from the engagement with school community. This study also examined PSTs’ emotion regulation strategies, as the orchestra to construct and re-construct their belief, skills, and professional identity. The findings document contoured emotional experiences characterized by three major themes, inter alia (dis)engagement, (dis)orientation, and distress; personal support and social acceptance; and compliance, cooperation, and completion. PSTs resort to antecedent-focused strategies to cope with the emotional dilemma due to their contextual relevance, effectiveness, and their peripherality in the school community. The research implication substantiates the need for restructuring the policy and practice of teaching practicum to accrue an exemplary foundation for teacher education.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133869088","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}
引用次数: 1
EMERGENCY REMOTE TEACHING IN INDONESIA: A MISSED OPPORTUNITY FOR GREATER LEARNER AUTONOMY 印度尼西亚的紧急远程教学:错失了提高学习者自主权的机会
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-10 DOI: 10.15639/teflinjournal.v34i1/21-38
M. Defianty, K. Wilson
{"title":"EMERGENCY REMOTE TEACHING IN INDONESIA: A MISSED OPPORTUNITY FOR GREATER LEARNER AUTONOMY","authors":"M. Defianty, K. Wilson","doi":"10.15639/teflinjournal.v34i1/21-38","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/21-38","url":null,"abstract":"The sudden switch to learning from home during the COVID-19 pandemic impacted teachers across the world. In Indonesia, schools were closed from early March 2020 onwards. This paper presents the findings of a qualitative research project that investigated how Indonesian teachers of English responded to the challenges of Emergency Remote Teaching (ERT) and whether ERT would lead to greater learner autonomy. Ten teachers responded to an invitation to participate in focus groups and individual interviews on Zoom and to contribute examples of their lesson plans from the lockdown period. All teachers found that WhatsApp was the most efficient and effective platform for remote teaching, allowing synchronous and asynchronous sharing of audio, video and text-based materials. Despite the challenges of poor connectivity and lack of face-to-face contact, the teachers were able to continue involving their students actively in integrated, communicative tasks that pushed them to extend their communicative competence. Unexpectedly, however, the move to online teaching did not herald a shift towards greater learner autonomy. The data from this research shows that English language teaching in Indonesia is still firmly teacher-controlled despite the affordances of online learning.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127276296","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}
引用次数: 1
BETWEEN TWO WORLDS: INDONESIAN NOVICE EFL TEACHERS’ TENSIONS AND NEEDED SUPPORTS DURING PANDEMIC 两个世界之间:印度尼西亚新英语教师在大流行期间的紧张和需要的支持
TEFLIN Journal-A publication on the teaching and learning of English Pub Date : 2023-04-10 DOI: 10.15639/teflinjournal.v34i1/157-175
Alberik Ryan Tendy Wijaya, Anastasia Nelladia Cendra
{"title":"BETWEEN TWO WORLDS: INDONESIAN NOVICE EFL TEACHERS’ TENSIONS AND NEEDED SUPPORTS DURING PANDEMIC","authors":"Alberik Ryan Tendy Wijaya, Anastasia Nelladia Cendra","doi":"10.15639/teflinjournal.v34i1/157-175","DOIUrl":"https://doi.org/10.15639/teflinjournal.v34i1/157-175","url":null,"abstract":"The abrupt changes in the situation and policy caused by the COVID-19 pandemic might dwindle novice teachers’ well-being and add more pressure to their minds that are already clouded with uncertainty. If left untouched, it is more than likely that they would quit teaching entirely. Nevertheless, while challenges, struggles, and tensions experienced by novice EFL teachers have long been studied and well-documented, the novice EFL teachers’ tensions experienced during the pandemic and the supports they need have not been examined. By analyzing guided reflections and interviewing five Indonesian novice EFL teachers, the present research is to answer two questions: 1) What kinds of tensions are experienced by Indonesian novice EFL teachers during the time of the pandemic? 2) What kind of supports do they need to stay in the teaching profession? The result shows that novice teachers experience tensions related to pedagogical-technical, a sense of belonging to the teaching profession, and culture-relationship, which are caused by the abrupt shift to online learning and excessive workload. To mitigate and ease these tensions, needed supports from the government and policymakers, school and school leaders, or colleagues are also discussed.","PeriodicalId":167107,"journal":{"name":"TEFLIN Journal-A publication on the teaching and learning of English","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123303105","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}
引用次数: 0
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