Computer Assisted Language Learning最新文献

{"title":"Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary","authors":"Guoyuhui Huang, Khe Foon Hew","doi":"10.1080/09588221.2023.2269410","DOIUrl":"https://doi.org/10.1080/09588221.2023.2269410","url":null,"abstract":"Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve studen...","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"93 ","pages":""},"PeriodicalIF":7.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518368","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}

{"title":"The influence of game-based learning media on academic English vocabulary learning in the EFL context","authors":"Wen Jia, Austin Pack, Yi Guan, Liping Zhang, Bin Zou","doi":"10.1080/09588221.2023.2276800","DOIUrl":"https://doi.org/10.1080/09588221.2023.2276800","url":null,"abstract":"AbstractDespite the growing interest in game-based learning (GBL) over the last two decades, the influence of Augmented Reality-based GBL on English vocabulary growth is still not well understood when compared with other forms of media, especially with regard to academic English vocabulary. This quasi-experimental study with 90 Chinese English-as-a-foreign-language (EFL) university students investigated the efficacy of GBL supported by three forms of media (paper, digital, and AR) for learners’ academic English vocabulary growth by measuring their immediate recall and long-term retention. The study involved one experimental and two control groups, each learning 17 target words relating to the digestive system by using AR-based GBL (AR-GBL), digital-based GBL (D-GBL), and paper-based GBL (P-GBL) approaches. Participants completed a pretest, an immediate posttest, and two delayed posttests (one and three weeks after the intervention) on these target words. A mixed 3 × 4 repeated measures analysis revealed a quadratic trend in vocabulary growth across all three media-based GBL approaches. AR-GBL’s effect on immediate academic vocabulary learning was superior to D-BGL’s and equivalent to P-GBL’s effect. All approaches exhibited similar declines in delayed retention after one week, with no significant differences. Notably, AR-GBL indicated a marginally significant difference compared to D-GBL in terms of retention at the three-week delayed posttest. These findings underscore the need to capitalize on each approach’s unique benefits as well as spaced learning to optimize EFL academic vocabulary learning.Keywords: Game-based learningaugmented realityinstructional mediaacademic vocabularyEnglish as a Foreign Language Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by Jiangsu Education Science 13th Five-Year Plan Fund [Project Ref. No. C-b/2020/01/10], Nanjing Agricultural University Education and Teaching Innovation Fund [Project Ref. No. 2021Y041], and Nanjing Agricultural University College of Foreign Studies Research Fund [Project Ref. No. WY202203].","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":" 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135290789","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}

{"title":"Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners","authors":"Asma Almusharraf, Daniel Bailey","doi":"10.1080/09588221.2023.2275141","DOIUrl":"https://doi.org/10.1080/09588221.2023.2275141","url":null,"abstract":"AbstractMachine translation (MT) practice and activity development in education are possible when students with diverse backgrounds contribute to helping define how MT can best be used for language learning. This study employed a questionnaire based on an adapted version of the technology acceptance model (TAM) to gain perspective on the perceptions, attitudes, and use of MT tools like Google Translate among Saudi and Korean university students learning English as a foreign language (EFL). A total of 470 students were recruited from Saudi Arabia and South Korea to complete a questionnaire measuring scales on perceived ease of use, perceived usefulness, attitude, actual use, and intended future use of MT websites. Structural equation modeling analyzed the relationships among the TAM variables. Results found that Saudi and Korean students both reported high levels on the TAM variables, indicating that translation tools were easy to use and useful for studying language. Lower L2 proficiency correlated with greater perceived usefulness and a more positive attitude. Students frequently use MT tools when learning English and plan to continue using them in the future. The model explained 71% of actual use and 42% of behavioral intention to use MT for language learning. Furthermore, Saudi students reported a slightly easier time using MT tools for language learning, while Korean students planned to use MT more often. Other findings, along with practical applications, are presented in this paper.Keywords: Machine translationGoogle Translatetechnology acceptance modelEnglish as a Foreign Language computer-assisted language learning Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementAvailable upon request.Additional informationFundingThe authors extend their appreciation to the Deanship of Scientific Research, Imam Mohammad Ibn Saud Islamic University (IMSIU), Saudi Arabia, for funding this research work through Grant No. (221407008).","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"268 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475489","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}

{"title":"The effectiveness of LMOOCs on participants’ attitudinal learning","authors":"Marwan H. Sallam, Yan Li, Sunnie Lee Watson, Ruisheng Liu, Rong Luo, Minghua Xu","doi":"10.1080/09588221.2023.2275147","DOIUrl":"https://doi.org/10.1080/09588221.2023.2275147","url":null,"abstract":"AbstractThis study investigated participants’ perceived attitudinal learning in language massive open online courses (LMOOCs). A mixed-method design was used to evaluate the attitudinal learning outcomes of 151 participants who completed the attitudinal learning questionnaire at the middle and end of the course, as well as 10 participants who participated in interviews. The questionnaire was used to measure four areas of attitudinal learning: cognitive, affective, behavioural and social. Results showed that participants perceived positive learning outcomes in cognitive learning, behavioural learning and social learning, providing insights into evidence that an LMOOC can be a useful tool to support positive attitudinal learning toward learning Chinese language and culture. Special attention should be paid to designing and facilitating LMOOCs in various contexts to further understand language learners and their attitudes.Keywords: Attitudinal learninglanguage MOOC (LMOOC)mixed methods designlanguage learnerscross-cultural communication AcknowledgmentsThe authors thank Paz Díez-Arcón for her valuable comments and suggestions. The authors also extend our heartfelt thanks to the anonymous reviewers for their constructive feedback and suggestions, which have significantly contributed to the improvement of this manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe datasets generated and analyzed during the study are available from the corresponding author on reasonable request. The data are not publicly available due to ethical restrictions related to the privacy of research participants.Additional informationFundingThis work was supported by the major project of the National Social Science Fund of China under Grant [No. 22&ZD317] and collaborative project between Hubei Province and the Huazhong University of Science and Technology under Grant [No. 2021F06].","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"20 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262567","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}

{"title":"Effects of different input modes on blended EFL speaking instruction: a quasi-experimental study","authors":"Pu Pu, Daniel Yu-Sheng Chang","doi":"10.1080/09588221.2023.2273853","DOIUrl":"https://doi.org/10.1080/09588221.2023.2273853","url":null,"abstract":"","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908631","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}

{"title":"Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge","authors":"Mandana Rohollahzadeh Ebadi","doi":"10.1080/09588221.2023.2271530","DOIUrl":"https://doi.org/10.1080/09588221.2023.2271530","url":null,"abstract":"AbstractDrawing on Mayer’s Cognitive Theory of Multimedia Learning, the present study aims to examine the effectiveness of technology-mediated teaching vocabulary in the form of multimedia glosses on EFL learners’ depth and breadth of lexical knowledge. The study was conducted with 91 male and female undergraduate students at a lower-intermediate level of English proficiency in Iran. Participants of the study were randomly assigned into two-variable group contrasts, experimental (text + visual) and control (text-only) groups. They attended 16 reading sessions once a week during which the experimental group practiced computerized reading texts with pop-up text and picture glosses and the control group practiced reading similar texts with pop-up text only. The relative efficacy of teaching activities in vocabulary learning was assessed by using the Word Associates Test for measuring lexical depth and the Updated Vocabulary Levels Test for measuring the lexical breadth before and after the intervention program. To scrutinize the data, ANCOVA and t-test have been done. Results of ANCOVA revealed that the experimental group outperformed the control group in both tests, and the result of the t-test specified that participants kept the scores in the Vocabulary Levels Test significantly higher than the Word Associates Test in the outperforming group. This means that using multimedia glosses in teaching vocabulary has a significant effect on improving both the breadth and depth of lexical knowledge of EFL learners. However, the effect is more significant on breadth than depth of lexical knowledge. The study by analyzing separate measurements of the breadth and depth of vocabulary knowledge of EFL learners provided original research in vocabulary teaching and learning and offered pedagogical implications for language teaching.Keywords: ESLlanguage teachingmultimedia glossescomputerized textscognitive theory AcknowledgementsThe researcher appreciates all the participants of the study.Authors’ contributionsThis study is a single-author study, and the only contributor is the author herself. The author read and approved the final manuscript.Disclosure statementThe author reports there are no competing interests to declare.Data availability statementThe data that support the findings of this study are available from the author upon request.Additional informationNotes on contributorsMandana Rohollahzadeh EbadiMandana Rohollahzadeh Ebadi is an adjunct assistant professor at the Faculty of Foreign Languages, Islamic Azad University North Tehran Branch, Iran. She earned her PhD in TESL from the University of Malaya, Malaysia. Mandana has more than 15 years of experience in teaching different sub-fields of Applied Linguistics, including Second Language Acquisition/Learning, Theories and Principles, English Language Learning Skills, Testing and Assessment, Discourse and Pragmatics, and Research Methods. Her research interests include technology-based language teachin","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412838","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}

{"title":"Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: an explanatory mixed-method study","authors":"Yue Zhang, Guangxiang Leon Liu","doi":"10.1080/09588221.2023.2267627","DOIUrl":"https://doi.org/10.1080/09588221.2023.2267627","url":null,"abstract":"AbstractIn Computer-assisted language learning (CALL), the relationship between learner background and classroom-based digital language learning has been widely studied; however, little attention has been directed to informal digital learning of English (IDLE), a crucial subdomain of inquiry of CALL. Building on our prior IDLE study, this explanatory mixed-method study set out to examine and explore the relationships between IDLE and learners’ demographics by drawing on questionnaire responses collected from 1080 Chinese university EFL learners and interview results from nine selected survey respondents. Quantitative results revealed the variance in IDLE that can be accounted for individually and in concert with learners’ demographic information, socioeconomic backgrounds, proficiency levels, and their use of digital devices and the predicting power of these factors. The results indicated that gender, university type, students’ self-rated speaking skills, standardized test results, and the number of digital devices in use contributed to the variance of IDLE. Learners’ majors, writing skills, devices using time, ethnicity, family income, and regional backgrounds predicted their engagement in IDLE activities. Qualitative results further explained these findings by highlighting how learners of various backgrounds engaged in IDLE practices in specific settings. Cross-case content analysis of the interview results provided interpretations and an in-depth understanding of learners’ situated IDLE experiences. Future studies are suggested to focus more on ethnic minority groups, students from less developed regions and ordinary universities, and non-English majors, who are less likely to benefit from IDLE activities. More attention should also be paid to how students of various sociocultural backgrounds actually engage with IDLE activities in various settings across time to address IDLE dynamics.Keywords: Informal Digital Learning of English (IDLE)language learning beyond the classroomdemographic informationproficiencydigital devices Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729733","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}

{"title":"Telecollaboration: from linguistic insecurity to linguistic confidence in Spanish as a heritage language","authors":"Paola Guerrero-Rodriguez","doi":"10.1080/09588221.2023.2269405","DOIUrl":"https://doi.org/10.1080/09588221.2023.2269405","url":null,"abstract":"AbstractFor heritage speakers (HSs), speaking their heritage language (HL) sometimes comes accompanied by HL anxiety and/or lack of confidence in their HL skills Although, HL anxiety and lack of confidence in the HL usually intertwine with few opportunities to use the language and/or being perceived as speakers of a stigmatized variety of the HL, the present study focuses on telecollaboration as a catalyst for linguistic confidence in the HL. For six weeks, 13 dyads of HSs and Mexican Spanish speakers synchronously interacted via Zoom and Google Docs. To observe the effects of telecollaboration on HSs’ linguistic confidence, data were collected via weekly written reflections and the recordings of the Zoom meetings. Although all HSs participants were enrolled in third-year courses for Spanish HSs at a large public U.S. university in Texas, their proficiency levels varied from low self-perceived to high self-perceived proficiency. Results exhibited that these differences did not derive in distinct outcomes and all the participants could develop linguistic confidence when interacting in their HL. These results shed light into the importance of providing HSs with more resources to maintain their HL and encouraging them to use Spanish in different contexts.Keywords: TelecollaborationSpanish Heritage speakerslinguistic confidencelinguistic insecurity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Linguistic confidence is a concept that was firstly used in the field of Second Language Acquisition as a predictor of the Willingness to Communicate Model (see Clément et al., Citation2003; MacIntyre, Citation1994; MacIntyre et al., Citation1998). This construct is defined as a ‘variable encompassing both a lack of anxiety and positive self-ratings of L2 proficiency’ (cf. MacIntyre et al., Citation1998; Sampasivam & Clément, Citation2014, p. 25).2 From the three-orientations toward Language Diversity Model (Nover, Citation1995), HLs or minority languages may be seen from a language-as-a-problem orientation in the United States. From this perspective, minority languages are devaluated in favor of the dominant language. In this sense, the maintenance and use of minority languages become acts “undertaken by individuals to mitigate…the effects of [this linguistic] domination” (de Heredia, Citation2013, p. 6).3 The contact between participants from both universities was possible because the author and the professor from Mexico are long-time acquaintances.4 Results reported in the present work correspond only to these 26 participants.5 Based on the results from the pilot study (Guerrero-Rodriguez, Citation2021), it was observed that participants who worked in same-gender pairs/groups felt more comfortable interacting with each other than those who were randomly assigned to mixed-gender pairs.6 The project was assessed based on completion.7 The instructor from Mexico established the minimum length of the conversations in E","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884711","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}

{"title":"A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence","authors":"Marwa F. Hafour, Dustin De Felice, Greg Kessler","doi":"10.1080/09588221.2023.2269412","DOIUrl":"https://doi.org/10.1080/09588221.2023.2269412","url":null,"abstract":"AbstractBeing described as two sides of one coin, language and culture are increasingly recommended to be inseparably addressed. Thanks to technological advances, this is now more feasible than before. In response, this study examined the comparative effects of synchronous and asynchronous telecollaborative digital media projects (DMPs) on learners’ macro-and micro-level oral proficiency and intercultural competence. Telecollaboration took place between Egyptian TEFL (Teaching English as a Foreign Language) student-teachers (N = 56, randomly selected) and a convenient sample of English natives (N = 28) at Michigan State University in the US. Each group was randomly assigned to two groups: synchronous and asynchronous. The concurrent triangulation mixed-method design was followed to collect and analyze both quantitative and qualitative data. The study concluded that synchronous and asynchronous telecollaborative DMPs yielded improvements in all micro-and macro-level oral proficiency skills except discourse management, which did not only improve among the synchronous participants but also retreated among the asynchronous ones. Also, synchronous telecollaborators outperformed the asynchronous ones in all macro-and micro-level skills except vocabulary and grammar. Besides, despite improvement after telecollaboration, none of the four groups outdid the others either in overall or factor-level intercultural competence. Qualitative findings revealed that TEFL participants appreciated telecollaboration and DMP generation and exchange activities, whereas they were dissatisfied with the inadequate and unequal opportunities for interaction with the natives, native speakers being too natural, and being restricted to single-mode interaction. However, they reported a number of linguistic, cultural, and emotional gains from these experiences.Keywords: Synchronous and asynchronoustelecollaborationdigital media projectsmacro-and micro-level oral proficiencyintercultural competence Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalBoth the TEFL and native participants in the current study were volunteers. An informed consent form was filled out by them prior to participating in the study and after explaining the treatment procedures in detail. The participants’ anonymity was also assured. There are no essential conflicts of interest. The study protocol was reviewed by the IRB (Institutional Review Board) at Michigan State University (MSU) and, consequently, has been approved (MSU study IRB approval ID: STUDY00007691).","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885033","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}

{"title":"What matters to LMOOC learners: content and sentiment analyses of learner course reviews","authors":"Jun Lei, Qian Zhang","doi":"10.1080/09588221.2023.2264875","DOIUrl":"https://doi.org/10.1080/09588221.2023.2264875","url":null,"abstract":"AbstractThis article reports on the results of an investigation into what matters to learners of language Massive Open Online Courses (LMOOCs). The study conducted content and sentiment analyses of learner reviews of LMOOCs to investigate the key themes/subthemes in learner reviews and learners’ emotional tendencies in the themes/subthemes as well as differences in learners’ emotional tendencies detected in themes/subthemes. The dataset for this study included 8,671 learner reviews collected from 42 College English MOOCs hosted at a major MOOC platform in China. The content analysis identified four major themes—course, instructor, learning, and platform—and nine subthemes, revealing what learners were concerned about LMOOCs. The sentiment analysis detected both similarities and differences in learners’ emotional tendencies expressed in different themes/subthemes, showing that learners as a whole held overwhelmingly positive attitudes towards the LMOOCs but had grave concerns about curriculum design, instructors’ personal traits, and learning management system. These results yield a nuanced understanding of learners’ likes and dislikes about LMOOCs and provide important implications for enhancing the design, delivery, and development of LMOOCs.Keywords: Language Massive Open Online Courses (LMOOCs)content analysissentiment analysiscourse review AcknowledgementsThis study is part of a larger research project on computer-assisted language learning supported by the National Social Science Fund of China (23AYY023) and the Start-Up Research Grant of Ningbo University. We would like to thank Xinyu Fu for her assistance in data collection.Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":47787,"journal":{"name":"Computer Assisted Language Learning","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975395","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}