Journal of English for Academic Purposes最新文献_第9页

“It's just a comment not really a question”: Meeting examiners' expectations during questioning interactions in PhD Vivas “这只是一个评论，而不是一个真正的问题”：在博士问答互动中满足考官的期望

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-10 DOI: 10.1016/j.jeap.2025.101588

Gabriel Tetteh

{"title":"“It's just a comment not really a question”: Meeting examiners' expectations during questioning interactions in PhD Vivas","authors":"Gabriel Tetteh","doi":"10.1016/j.jeap.2025.101588","DOIUrl":"10.1016/j.jeap.2025.101588","url":null,"abstract":"<div><div>The PhD viva is a research genre where questions feature as a prominent discursive tool for examiners to execute their roles and achieve various intended purposes. For PhD candidates to succeed in such high-stakes examinations, they need to meet the expectations of examiners communicated through questioning practices. Despite this, with very few exceptions, none of the studies on PhD vivas have focused on questioning interactions. Moreover, while the PhD viva remains heavily under researched, the few studies on the genre have usually examined linguistic features only. Consequently, working from a multi-perspective approach involving embodied interaction analysis, the current paper focuses on critical moments during questioning interactions in a small sample of two PhD vivas to highlight how participants employ embodied resources to successfully co-construct questioning interactions during PhD vivas as well as how questioning practices are (mis)understood by participants during the interaction. Videos of PhD vivas were analysed using Goodwin's (2018) co-operative action framework, and results were triangulated with findings obtained from participant interviews thematically analysed. Findings show that examiners communicate their expectations, through questioning, in ways that can be misleading and difficult for candidates to meet. Findings further underscore the relevance of embodied material objects and environment in questioning interactions in academic settings. Additionally, findings from the limited data highlight the possibility of disciplinary differences in the employment of embodied gestures by participants during questioning interactions. The paper, therefore, makes a significant contribution to EAP, with practical implications for PhD viva interactions and research on interactive genres in general.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101588"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promotion of medical research: Stance in AI-generated and scholar-written highlights 促进医学研究：人工智能生成和学者撰写的亮点的立场

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.jeap.2025.101593

Hang (Joanna) Zou, Yale Fan

{"title":"Promotion of medical research: Stance in AI-generated and scholar-written highlights","authors":"Hang (Joanna) Zou, Yale Fan","doi":"10.1016/j.jeap.2025.101593","DOIUrl":"10.1016/j.jeap.2025.101593","url":null,"abstract":"<div><div>The COVID-19 pandemic sparked an unprecedented surge in medical research, intensifying the need for rapid communication of critical findings. The use of journal highlights, a brief bullet pointed list summarizing the novel results of a study, is an important tool in this promotional endeavour. Advances in large language models such as ChatGPT, now facilitate the swift generation of such highlights, accelerating the dissemination of scientific insights. However, research comparing AI-generated and scholar-authored highlights, specifically regarding the expression of personal authority and assessment, remains limited. In this study we examine the stance features in 122 scholar-written Covid-19-related highlights and compare them with ChatGPT-generated counterparts from the same 9 journals. Findings reveal that scholar-authored highlights deploy more stance markers of hedges, boosters and self-mention, whereas GPT-generated highlights feature a higher frequency of attitude markers. These differences illuminate how stance functions as a rhetorical resource not only for conveying evaluation, but also for promoting the visibility and persuasive impact of medical work. This study thus provides insights into AI-generated academic discourse, the promotion of medical research and the value of genre-based approaches in analysing rhetorical practices.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101593"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Negotiating understanding, control, and authorship: L2 learners’ experiences with AI-assisted paraphrasing in academic writing 协商理解、控制和作者身份：第二语言学习者在学术写作中使用人工智能辅助释义的经验

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-17 DOI: 10.1016/j.jeap.2025.101591

Jian Xu , Yao Zheng

{"title":"Negotiating understanding, control, and authorship: L2 learners’ experiences with AI-assisted paraphrasing in academic writing","authors":"Jian Xu , Yao Zheng","doi":"10.1016/j.jeap.2025.101591","DOIUrl":"10.1016/j.jeap.2025.101591","url":null,"abstract":"<div><div>In higher education, while AI tools are increasingly used to support language learning, there is limited understanding of how students utilize these tools for paraphrasing, an essential aspect of academic writing. This study investigates how L2 learners interact with AI tools while completing academic paraphrasing tasks. Twelve English-as-a-foreign-language (EFL) students from a Chinese university were purposefully selected and interviewed. The data were analyzed qualitatively to identify emerging codes, categories, and themes. The findings revealed varying degrees of AI use, ranging from simple reliance on AI for translation or synonym substitution to more strategic and critical engagement. Some participants relied on AI for basic tasks due to limited English proficiency, while others demonstrated authorial agency by refining AI outputs, providing prompts for improvement, and evaluating textual coherence and tone. In contrast, a few participants fully trusted AI-generated paraphrasing without modification. The study suggests that linguistic proficiency may influence students’ interactions with AI, determining whether AI serves as a scaffold, a collaborator, or a surrogate author. Based on these findings, the study offers pedagogical implications for enhancing students’ AI literacy and suggests that course instructors may consider students’ varying English proficiency levels when teaching academic paraphrasing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101591"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Discourse acts, local grammars, and constructions in academic writing: The case of ‘exemplifying’ construction network 学术写作中的话语行为、局部语法和结构：“例证”结构网络的案例

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-11-03 DOI: 10.1016/j.jeap.2025.101596

Hang Su , Jingyao Chen , Xiaofei Lu

{"title":"Discourse acts, local grammars, and constructions in academic writing: The case of ‘exemplifying’ construction network","authors":"Hang Su , Jingyao Chen , Xiaofei Lu","doi":"10.1016/j.jeap.2025.101596","DOIUrl":"10.1016/j.jeap.2025.101596","url":null,"abstract":"<div><div>This study proposes an approach that combines local grammar and construction grammar to accounting for the linguistic realisations of discourse acts, i.e., communicative or rhetorical functions, in academic contexts. It argues that local grammar patterns of discourse acts, representing form-meaning pairings, can be interpreted as constructions, which is illustrated through a case study of exemplification. Using a corpus of linguistics research articles, the study identifies five ‘exemplifying’ constructions via local grammar analyses, demonstrating that recurrent form-meaning pairings serve as foundational schematic patterns in academic discourse. Along with offering theoretical insights for research on English for academic writing, our findings highlight the need to move beyond discrete lexis and grammar toward a holistic, function-oriented perspective in EAP writing pedagogy. The proposed approach can also be productively extended to other discourse acts beyond exemplification, with potential to enhance both the descriptive adequacy of academic language and the pedagogical effectiveness of EAP writing instruction.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101596"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting genre-based writing instruction in EAP with a blended collaborative learning environment: A case study of a graduate-level EFL academic writing course 在混合式协作学习环境下支持EAP中基于体裁的写作教学：以研究生水平的英语学术写作课程为例

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-08 DOI: 10.1016/j.jeap.2025.101589

Dan Lu

{"title":"Supporting genre-based writing instruction in EAP with a blended collaborative learning environment: A case study of a graduate-level EFL academic writing course","authors":"Dan Lu","doi":"10.1016/j.jeap.2025.101589","DOIUrl":"10.1016/j.jeap.2025.101589","url":null,"abstract":"<div><div>This study presents the design and investigates the impact of a genre-based instructional approach, implemented in a blended collaborative learning environment, on English as a Foreign Language (EFL) graduate students' academic writing—particularly their ability to write research article introductions. The 18-week course, grounded in process-genre pedagogy, combined explicit instruction, peer interaction, and both online and offline activities. Data sources included students' initial and revised drafts, a post-course questionnaire, and semi-structured interviews. Findings revealed improvements in students' use of rhetorical moves and specific linguistic features such as tense and discourse-related reporting verbs. Survey and interview responses further demonstrated students’ strong engagement and favorable perceptions of the instructional model. However, limited progress was observed in the application of more advanced features, including modal verbs. The study highlights the value of explicit genre instruction, focused language support, and strategies to build learner confidence. Pedagogical implications and directions for future research are also discussed.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101589"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disciplinary acculturation and attitude construction: How are attitudes modulated by engagement resources in master's theses, doctoral dissertations, and research articles? 学科文化适应与态度建构：硕士论文、博士论文和研究论文的参与资源如何调节态度？

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-28 DOI: 10.1016/j.jeap.2025.101594

Ge Zhang, Liping Chen

{"title":"Disciplinary acculturation and attitude construction: How are attitudes modulated by engagement resources in master's theses, doctoral dissertations, and research articles?","authors":"Ge Zhang, Liping Chen","doi":"10.1016/j.jeap.2025.101594","DOIUrl":"10.1016/j.jeap.2025.101594","url":null,"abstract":"<div><div>This study attempts to extend evaluative prosody research beyond mere attitudinal accumulation or engagement co-selection. How engagement resources serve as modulators of attitudinal stances to form evaluative prosody in introduction sections of master's theses, doctoral dissertations, and journal articles in applied linguistics is examined to trace developmental patterns in evaluation construction across disciplinary acculturation stages. Analysis of attitude features (frequency, type, polarity and explicitness) in three corpora shows that a U-shaped trajectory characterizes the frequency of attitudes, with experts and novices exceeding doctoral candidates in evaluative density, reflecting evolving identity negotiations. Experts employed more Judgments than master's and doctoral students to acclaim prior scholars' contributions. While attitude polarity remains stable across different proficiency levels, writers increasingly prefer evoked attitudes as their academic proficiency progresses. The examination of engagement resources in attitude clauses demonstrates that more experienced writers employ more engagement resources in positive evaluations while adopting more assertive stances in critiques, in contrast to novices' over-assertiveness in research value claims and cautious but unfounded critiques. Preference for different types of engagement resources also diverges across proficiency levels. The results of this study can provide pedagogical implications for teaching evaluation, facilitating more smoothed acculturation into the academic community for learners.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101594"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Human-AI collaborative reading in academic contexts: An exploratory case study 学术语境下的人类-人工智能协同阅读：一个探索性案例研究

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-09-12 DOI: 10.1016/j.jeap.2025.101571

Dayoung Joo, Diane Belcher

{"title":"Human-AI collaborative reading in academic contexts: An exploratory case study","authors":"Dayoung Joo, Diane Belcher","doi":"10.1016/j.jeap.2025.101571","DOIUrl":"10.1016/j.jeap.2025.101571","url":null,"abstract":"<div><div>The increasing prevalence of generative artificial intelligence (GenAI) in education presents new opportunities and challenges for second language (L2) learners' academic literacy development. While tools like ChatGPT can act as virtual experts, offering immediate feedback and engaging learners in reflective dialogues, little is known about how L2 readers interact with them in their academic practices and how their reading processes evolve. Taking a sociocognitive view, grounded in sociocultural theory and interpreted through the heuristic lens of the Direct and Inferential Mediation (DIME) model of reading comprehension, this exploratory case study examined how one international graduate student engages with GenAI to enhance academic reading. Data were collected over six weeks through screen-recordings of reading sessions, chat logs, stimulated recall interviews, and semi-structured interviews. Findings revealed that ChatGPT functioned as a translator, knowledge facilitator, and strategic partner, reducing reading anxiety while supporting comprehension across key components of the DIME model, such as vocabulary knowledge, background knowledge, inference-making, and reading strategies. Notably, the learner demonstrated a shift in reading approach, moving from an initial dependence on translation toward more strategic engagement with academic texts, including the use of summarization and inference. However, perceived AI limitations, such as questionable reliability and excessively detailed responses, occasionally caused fatigue for the learner. By providing an in-depth exploration of human-AI interaction in academic reading, the study contributes to the growing body of literature on GenAI's role in L2 education, laying the groundwork for future studies on its long-term impact on L2 reading.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101571"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating verbal-visual mode interaction in medical audio-slide presentations 研究医学视听幻灯片演示中语言-视觉模式的相互作用

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-10-01 DOI: 10.1016/j.jeap.2025.101584

Yu-Shan Fan , Muhammad Ibaad Khattak

{"title":"Investigating verbal-visual mode interaction in medical audio-slide presentations","authors":"Yu-Shan Fan , Muhammad Ibaad Khattak","doi":"10.1016/j.jeap.2025.101584","DOIUrl":"10.1016/j.jeap.2025.101584","url":null,"abstract":"<div><div>This study examines 26 student-produced audio-slide presentations from an academic writing course at a medical university in Taiwan. The analysis focuses on the interaction between verbal and visual modes in this format, which features pre-recorded oral narration synchronized with static slides. Using Systemic Functional-Multimodal Discourse Analysis, three distinct presentation patterns—slide-based, poster-style, and text-based—were identified, each reflecting different configurations of academic discourse features and digital affordances. Slide- and text-based formats tended to rely on dense scriptural visuals and verbal-visual repetition, while poster-style presentations demonstrated more deliberate visual composition and rhetorical structuring. Although students exhibited emerging multimodal awareness, many struggled with elaborative intersemiotic relations, such as meronymy, hyponymy, and collocation. These findings suggest that students are in a transitional stage of developing genre-specific multimodal literacy. The study concludes with pedagogical implications for supporting the development of coherent and rhetorically effective multimodal academic communication.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101584"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ self-determination in using machine translation and generative AI tools for English for academic purposes 学生出于学术目的使用机器翻译和生成人工智能工具的自主权

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-09-12 DOI: 10.1016/j.jeap.2025.101578

Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham

{"title":"Students’ self-determination in using machine translation and generative AI tools for English for academic purposes","authors":"Hao Tran , Peter Crosthwaite , Quy Huynh Phu Pham","doi":"10.1016/j.jeap.2025.101578","DOIUrl":"10.1016/j.jeap.2025.101578","url":null,"abstract":"<div><div>The rise of machine translation (MT) and generative artificial intelligence (GAI) presents opportunities and challenges for English for Academic Purposes (EAP) instruction. While MT/GAI can support students' learning beyond the classroom, overreliance on MT/GAI may hinder development of essential research and composition skills. Despite some research on MT/GAI's role in self-regulated learning, little is known about students' motivations for its use, and the potential mediating influences of instructional context and discipline. This study applies Self-Determination Theory to examine how autonomy, competence, and relatedness influence students' use of MT/GAI in academic writing. Using a mixed-methods approach, the study compares EAP students in an English as a Second Language context in Australia and an English as a Foreign Language context in Vietnam. An online survey validated through confirmatory factor analysis and discriminant validity testing gathered 416 responses, complemented by interviews with 17 students. Findings reveal a complex interplay between MT/GAI use and students' motivational needs. While students generally report moderate autonomy, competence, and relatedness in using MT/GAI in the survey, mixed-effects regression showed Australian students experienced lower relatedness compared with Vietnamese students, with disciplinary differences also significantly influencing students' perceptions of this construct. Interview data further highlighted diversity and complexity of students' perceptions, variation in EAP instructional approaches and peer-teacher dynamics surrounding MT/GAI. These findings support the need for contextually tailored pedagogical approaches fostering collaboration between institutions, teachers, and students, illustrated through innovations from an Australian EAP course that bridge research and practice in MT/GAI-assisted academic writing.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101578"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are all assignments created equal in EMI? A typology for equity and student engagement 在EMI中所有的作业都是平等的吗？公平和学生参与的类型

IF 3.4 1区文学

Journal of English for Academic Purposes Pub Date : 2025-11-01 Epub Date: 2025-09-15 DOI: 10.1016/j.jeap.2025.101581

Murod Ismailov

{"title":"Are all assignments created equal in EMI? A typology for equity and student engagement","authors":"Murod Ismailov","doi":"10.1016/j.jeap.2025.101581","DOIUrl":"10.1016/j.jeap.2025.101581","url":null,"abstract":"<div><div>As English Medium Instruction (EMI) continues to expand across non-Anglophone universities, the role of assignment design in shaping equitable content learning outcomes remains underexplored. This study asks: Are all assignments equally effective in EMI? To address this question, it introduces and empirically evaluates a Universal Assignment Design (UAD) typology consisting of six task types (foundational, interpretive, analytical, collaborative, applied, and integrative) designed to support comprehension, engagement, equity and academic language development in multilingual content classrooms. Drawing on a three-year, multi-institutional dataset from Japan, including e-portfolios, post-course reflections, and interviews across CEFR A2–C2 levels, the study examines how assignment types influence student participation and perceived learning. Results show that while foundational and collaborative tasks improve linguistic accessibility and confidence, analytical and integrative assignments foster higher order thinking only when carefully scaffolded. Reflective and applied tasks were especially valued for reducing anxiety and supporting self-expression among lower-proficiency learners. Grounded in Universal Design for Learning (UDL), sociocultural theory, and genre-based pedagogy, this typology offers a scalable, evidence-informed framework for EMI practitioners. The study contributes to English for Academic Purposes (EAP) scholarship by bridging the design–performance gap in EMI and identifying assignment strategies that promote inclusive, discipline-sensitive learning across proficiency levels.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101581"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0