English Review Journal of English Education最新文献_第4页

PROMOTING STUDENT TEACHERS' TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS 促进学生教师在指定口语课堂内的教学实习

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.8587

Didik Rinan Sumekto

{"title":"PROMOTING STUDENT TEACHERS' TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS","authors":"Didik Rinan Sumekto","doi":"10.25134/erjee.v11i3.8587","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8587","url":null,"abstract":"This study aims at promoting undergraduate student teachers’ teaching practicum that highlights the pedagogical and teaching performance within the designated speaking class. Four senior student teachers participated in five weeks’ teaching practicum through the purposive sampling selection. The method of this study used observation, questionnaire, and teaching practicum documents to facilitate the qualitative analysis in relevance with student teachers’ teaching files, running-methods course, and classroom observations. The core practices of probing pedagogical activities engaged student teachers in intrinsic discussions explicitly and implicitly. The substantial pedagogical matters and their sub-matters were experientially derived from the relevant practicality into the common sense of instruction criteria on planning, implementation, and reflection stages. The discussion substance highlighted daily speaking performance in vocabulary, grammar, pronunciation, fluency, and content among freshmen and sophomores. This study recommends student teachers improve their theoretical and practical teaching methods by accommodating enumeration and sense-making classroom discussion.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319954","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

“I GET BLANK WHEN START TALKING”: AN EXPLORATION TOWARDS SOURCES AND STRATEGIES OF NON-ENGLISH FRESHMEN’S ANXIETY IN ESP SPEAKING PROGRAM “一开口就空白”:非英语新生在esp口语教学中焦虑的来源及策略探讨

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.7690

Widya Alfiani, Joko Nurkamto, Slamet Supriyadi

{"title":"“I GET BLANK WHEN START TALKING”: AN EXPLORATION TOWARDS SOURCES AND STRATEGIES OF NON-ENGLISH FRESHMEN’S ANXIETY IN ESP SPEAKING PROGRAM","authors":"Widya Alfiani, Joko Nurkamto, Slamet Supriyadi","doi":"10.25134/erjee.v11i3.7690","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7690","url":null,"abstract":"Foreign language anxiety has been recognized as one of the foremost challenges for language learners. This study intends to explore the sources of non-English freshmen’s anxiety in ESP speaking program and their ways of dealing with it. Similarly, ESP instructors’ solutions to mitigate their freshmen’s anxiety were also discovered. A qualitative approach with an exploratory case study design was conducted to enrich insight and better understand the phenomenon. Data collection involves classroom observations and semi-structured interviews with eight non-English freshmen and two ESP instructors enrolled in ESP speaking program at a private university in Malang, East Java. The data was then analyzed thematically using the interactive model of Miles et al., (2014). It was found that speaking anxiety commonly felt by non-English freshmen was caused by some sources from freshmen’s personal mentality, linguistic capability, and classroom activity. The finding also provides several strategies adopted by freshmen to overcome their anxiety. Furthermore, various approaches implemented by ESP instructors to decrease freshmen’s speaking anxiety were offered. It should be emphasized that anxiety among students will always linger upon learning a foreign language. Still, such learning roadblocks could be diminished. Instructors possess a crucial duty to lessen the worries of learners.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"33 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319952","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

EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM 探讨教师在写作技巧教学中所面临的挑战，以及锚点图如何解决这些挑战

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.8421

Endarwati Endarwati, Khoirul Anwar, Nirwanto Maruf

{"title":"EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM","authors":"Endarwati Endarwati, Khoirul Anwar, Nirwanto Maruf","doi":"10.25134/erjee.v11i3.8421","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8421","url":null,"abstract":"This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376249","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

DIGILANG: ENHANCING ENGLISH PROFICIENCY IN COMMUNITY-BASES TOURISM THROUGH TAILORED E-LEARNING Digilang:通过量身定制的电子学习，提高社区旅游的英语水平

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.8479

Nuraeni Nuraeni, Erik Yuda Pratama, Yugo Afrianto

{"title":"DIGILANG: ENHANCING ENGLISH PROFICIENCY IN COMMUNITY-BASES TOURISM THROUGH TAILORED E-LEARNING","authors":"Nuraeni Nuraeni, Erik Yuda Pratama, Yugo Afrianto","doi":"10.25134/erjee.v11i3.8479","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8479","url":null,"abstract":"This study presents DigiLang, a customized e-learning platform, specifically developed to enhance English for Tourism proficiency among Community-based tourism members in Bogor Regency. The DigiLang platform was tailored to meet the specific purposes of language needs in the tourism sector. Through a comprehensive needs assessment, DigiLang provides a variety of focused resources, including personalized content, interactive modules, and practical exercises designed to foster proficient communication in the context of tourism. Further, the participants involved in this study were 30 villagers from three community-based tourism members who were randomly chosen from three tourism sites located in Bogor Regency. The participants were actively engaged in using DigiLang for English language learning within the tourism context. Their experiences and feedback were collected and analyzed to evaluate the effectiveness and suitability of the DigiLang materials in enhancing community-based tourism members' English proficiency. The results of the survey reveal learners’ positive attitudes towards (1) the user interface, (2) the language content and learning material, (3) the localized learning material. Participants also noted effective ways of online learning using DigiLang platform. Drawing from the outcomes of this developmental research, the DigiLang platform fulfilled the criteria for its adoption as a medium for online language learning, particularly in the English for Tourism context. s","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320224","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

GAMIFICATION AND SOLO TAXONOMY: A STRATEGY TO PROMOTE ACTIVE ENGAGEMENT AND DISCIPLINE IN ENGLISH LANGUAGE LEARNING 游戏化和单独分类:促进英语学习中积极参与和自律的策略

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.8544

Nyayu Yayu Suryani, Muhammad Husni Syahbani

{"title":"GAMIFICATION AND SOLO TAXONOMY: A STRATEGY TO PROMOTE ACTIVE ENGAGEMENT AND DISCIPLINE IN ENGLISH LANGUAGE LEARNING","authors":"Nyayu Yayu Suryani, Muhammad Husni Syahbani","doi":"10.25134/erjee.v11i3.8544","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8544","url":null,"abstract":"The motivation for this study arises from the potential of gamification, particularly the integration of game-based platforms like Kahoot!, to enhance active communicative language use within the classroom. The research aims to investigate the impact of implementing gamification based on SOLO taxonomy's relational level on the Kahoot! application on active participation, discipline, and learning outcomes in the context of English language learning. This study employs a descriptive research methodology, involving observations, interviews, and assessments, with a participant group comprising 35 nursing program students. Descriptive analysis reveals that gamification within the SOLO taxonomy framework positively influences students' active engagement and discipline, although there are fluctuations in their learning outcomes. Students express enthusiasm for utilizing the Kahoot! application for English learning, but they encounter occasional connectivity issues that hinder problem-solving activities. Consequently, the integration of technology is a promising approach for enhancing English language skills, with a reliable internet connection being a critical factor for success when using the Kahoot! platform.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319957","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

GENDER STEREOTYPES BY PRESENTING A FEMALE PROTAGONIST PORTRAYED IN THE "NEIL'S BURGER DIVERGENT (2014)" MOVIE 通过呈现《尼尔汉堡分歧者》(2014)中女性主角的性别刻板印象电影

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.7716

Rahayasa Maheswara, Yeni Prastiwi

{"title":"GENDER STEREOTYPES BY PRESENTING A FEMALE PROTAGONIST PORTRAYED IN THE \"NEIL'S BURGER DIVERGENT (2014)\" MOVIE","authors":"Rahayasa Maheswara, Yeni Prastiwi","doi":"10.25134/erjee.v11i3.7716","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7716","url":null,"abstract":"This study aims to show a positive representation of feminism in Divergent films and find the implied meaning behind the presentation of feminism. this study uses a critical approach, qualitative methodology, and social research methods, in particular Roland Barthes' model of semiotics. Roland Barthe's athletic session model uses the concept of denotation and connotation as key analysis. This search analysis is done by focusing only on the main elements of narrative in films, especially space and time, characters, conflicts, and goals. The results of this research show that the two rhymes of representation of feminism in Divergent films and the notion that women are sexy, weak, and tend to act out their emotions than logic, it is not true. Social values and women's way of life appear in this rumor which is done by the main character named Tris. In a conclusion, the representation of feminism can be displayed through the main narrative elements in the film, such as space and time, characters, conflict, and goals. And also, this research gives findings about pacifism (K). There is 3 denotation, 2 connotations, and 1 myth in divergent film.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"197 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320221","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

APPLYING HIGHER ORDER THINKING SKILLS (HOTS) PEDAGOGY: A CASE STUDY OF AN EFL CORE TEACHER 运用高阶思维技巧教学法:一位英语核心教师的个案研究

English Review Journal of English Education Pub Date : 2023-10-27 DOI: 10.25134/erjee.v11i3.7818

Nais Saraswati, Rita Inderawati, Machdalena Vianty

{"title":"APPLYING HIGHER ORDER THINKING SKILLS (HOTS) PEDAGOGY: A CASE STUDY OF AN EFL CORE TEACHER","authors":"Nais Saraswati, Rita Inderawati, Machdalena Vianty","doi":"10.25134/erjee.v11i3.7818","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7818","url":null,"abstract":"HOTS (Higher Order Thinking Skills) is an indispensable skill crucial for meeting the future demands of the 21st century. It plays a fundamental role in encouraging students to think critically, be more creative, and effectively solve problems. HOTS pedagogy encompasses the entire teaching and learning process, encompassing the selection of teaching and learning strategies as well as the creation of tasks and assessments based on HOTS principles. This study aimed to explore how an EFL (English as a Foreign Language) core teacher understands and implements HOTS pedagogy in the EFL classroom. Qualitative research in the form of narrative inquiry was employed for this investigation, with a single participant chosen through criteria sampling. Data collection was carried out through semi-structured interviews, and data analysis utilized the constant-comparative method. The study's findings shed light on the teacher's planning when implementing HOTS pedagogy, the teaching techniques employed to foster HOTS skills in students, and the utilization of HOTS-based assessments. Additionally, the findings identified an issue with the arrangement of operational verbs in the EFL core teacher's planning and revealed that the use of discovery learning as a teaching technique created disparities in understanding the lesson between passive and dominant students.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320228","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

AN EXPLORATORY STUDY ON STUDENTS’ ANXIETY IN THE PROCESS OF COMPOSING AN ENGLISH ESSAY 学生英语作文写作焦虑的探索性研究

English Review Journal of English Education Pub Date : 2023-09-11 DOI: 10.25134/erjee.v11i2.8559

Diana Achmad, Muhammad Aulia, Roni Ageng Hidayatullah, Yunisrina Qismullah Yusuf

{"title":"AN EXPLORATORY STUDY ON STUDENTS’ ANXIETY IN THE PROCESS OF COMPOSING AN ENGLISH ESSAY","authors":"Diana Achmad, Muhammad Aulia, Roni Ageng Hidayatullah, Yunisrina Qismullah Yusuf","doi":"10.25134/erjee.v11i2.8559","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.8559","url":null,"abstract":"Writing proficiency is a crucial language skill for students to acquire, necessitating the production of compositions such as essays. This research aims to identify the manifestations of anxiety experienced by students during the composition of English essays and to ascertain the underlying factors precipitating such apprehension. Participants consisted of 34 fifth-semester students from the Department of English Education at Universitas Syiah Kuala. Employing qualitative methodology, the study utilized questionnaires and interviews as research instruments to collect data. Questionnaires were used to capture data concerning diverse forms of student anxiety, while interviews were conducted to elucidate the determinants of anxiety specifically related to composing English essays. Outcomes revealed that cognitive anxiety was predominant, afflicting 43.5% of fifth-semester students, showcasing its prevalence in this cohort. Additionally, language complexities, self-confidence deficits, fear of critical evaluation, and the pursuit of perfection emerged as pivotal sources of essay-writing apprehension. These findings underline the multifaceted nature of student anxiety during English essay composition, thereby serving as a valuable resource for educational stakeholders seeking insights to enhance students' writing competencies.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981250","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

EXPLORING PRE-SERVICE TEACHERS EXPERIENCES TOWARDS SYNCHRONOUS ONLINE LEARNING AMIDST THE COVID-19 PANDEMIC 探索职前教师在COVID-19大流行期间实现同步在线学习的经验

English Review Journal of English Education Pub Date : 2023-07-29 DOI: 10.25134/erjee.v10i3.6256

Fitri Rahmawati

{"title":"EXPLORING PRE-SERVICE TEACHERS EXPERIENCES TOWARDS SYNCHRONOUS ONLINE LEARNING AMIDST THE COVID-19 PANDEMIC","authors":"Fitri Rahmawati","doi":"10.25134/erjee.v10i3.6256","DOIUrl":"https://doi.org/10.25134/erjee.v10i3.6256","url":null,"abstract":"As a result of the COVID-19 pandemic, learning systems all around the world have shifted from traditional classrooms to online learning. Synchronous learning was developed to promote online learning interactions via audio, video, text chat, interactive whiteboards, and app-sharing audio, video, and text chat. This study focused on how the English Language Education Department (ELED) pre-service teachers experience participating in synchronous online learning during the covid-19 pandemic. The participants involved in this research were six ELED pre-service teachers. This research was conducted at English Language Education Department at one Islamic Private University in Yogyakarta. As a research design, the researcher used descriptive qualitative. The information was obtained through an interview. The result showed that pre-service teachers participated in synchronous online learning activities such as listening to lectures, doing a group discussion, doing a presentation, and completing evaluations. There were also various tools that made learning easier for pre-service teachers, such as sharing screen, recording, camera, and microphone. Regarding the perceptions of the ELED pre-service teachers, this study revealed some positive impacts and negative impacts of synchronous learning as perceived by the pre-service teachers. The positive impacts were flexibility in learning, a variety of ways of learning, live interaction, and more autonomous learning. Otherwise, the negative impact of synchronous learning was missed learning activity, lack of interaction, undelivered messages, and feeling isolated.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47236359","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

WILLINGNESS TO SPEAK: WHAT FACTORS INFLUENCE EFL LEARNERS? 说话意愿:影响英语学习者的因素是什么?

English Review Journal of English Education Pub Date : 2023-07-11 DOI: 10.25134/erjee.v11i2.7572

Nyimas Triyana, Habizar Habizar, Melda Nifia Putri

{"title":"WILLINGNESS TO SPEAK: WHAT FACTORS INFLUENCE EFL LEARNERS?","authors":"Nyimas Triyana, Habizar Habizar, Melda Nifia Putri","doi":"10.25134/erjee.v11i2.7572","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7572","url":null,"abstract":"The online learning mode has dramatically altered the manner of the way how communication is conducted in learning at higher education or schools for the past two years. It has led to a considerable change in how learning is carried out, transferring it from an offline to an online setting that permits long distance connection and communication. However, this has an effect on students’ engagement in class as many of them exhibit passive or unresponsive behavior in participating the online learning sessions. This qualitative study aims to explore the influencing factors affect students' willingness to participate in zoom sessions during online classes at English Department, Universitas Jambi. The data was gathered through the online classroom observations and interviews with the six EFL learners, and the data was then analyzed based on the theoretical built-themes of Willingness to Communicate (WTC). The finding reveals that 1) The demotivating factors influence EFL learners’ willingness to speak in zoom class were derived by the situational factor such as difficult task types and models, the unfamiliar topic of class discussion, the lecturers’ personal characteristics, the inconvenienced time or schedule of the class meeting and a trouble Internet connection. While 2) The depressing factors influenced by the psychological component, were comprised by the lack of self-confidence, low level of English language proficiency, L2 learning anxiety and students’ individual personality.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47142867","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