【Speech Title】

Navigating theory and theories in computer-assisted language learning

【Abstract】

Since the beginnings of CALL as an academic and professional discipline in the early 1980s, research, development, and practice have been informed by a wide variety of theories. I begin by reviewing some influential views of theory in both applied linguistics and CALL and then provide a broad definition for the concept of theory as applied to CALL research, development, and practice, a definition that acknowledges the practical impact of frameworks and models in addition to high-level theories themselves. In the second part, I present a typological framework drawn from Hubbard & Levy (2016, in press) aimed at capturing the variety of ways in which theoretical devices may be drawn from other fields and implemented in CALL. I also note ways in which they are sometimes misused. In the third part, I summarize several large-scale studies of theory use in CALL, including one that employs the aforementioned typological framework specifically in the domain of CALL writing (McCallum 2023). I conclude by discussing the role and realization of theory in CALL in the emerging era of generative AI.

【Biodata】

Phil Hubbard, PhD, is Senior Lecturer Emeritus in the Stanford University Language Center. Working in the field of computer-assisted language learning (CALL) since the early 1980s, he has published in the areas of CALL theory, research, methodology, evaluation, teacher education, learner training, and listening. He served on the task force that developed the TESOL Technology Standards and is associate editor of Computer Assisted Language Learning and Language Learning & Technology. His recent work focuses on CALL theory, technology standards for language teaching, and guidelines for using generative AI efficiently, effectively and ethically.

【Speech Title】

Generated by human authors and LLMs: metapragmatic explorations and pedagogical implications

【Abstract】

With the emergence of LLMs, more and more studies are investigating the linguistic differences between LLM-generated texts and human author-produced texts. However, little attention has been paid to the use of metadiscourse in LLM-generated academic written texts. The present study makes a metapragmatic analysis of ChatGPT 4o-generated research article (RA) abstracts and those produced by human authors by examining the use of metadiscourse. The dataset comprises 60 RA abstracts in the field of Pragmatics, together with 300 ChatGPT 4o-generated RA abstracts. A significant deficiency in the use of metadiscourse was found in ChatGPT 4o-generated RA abstracts, in comparison to human authors. Besides, the study also found that ChatGPT 4o occasionally uses metadiscourse in an inaccurate way. Hopefully, this study can offer some suggestions for the optimization of LLMs to better empower academic English teaching.

【Biodata】

Xinren Chen is professor of English and linguistics at Nanjing University, offering courses such as pragmatics and philosophy of language. He is (co-)editor of Studies in Linguistics and Literature, East Asian Pragmatics and China Language Strategies, and associate editor of Pragmatics. Apart from publishing extensively in Chinese as well as international journals, he is (co-)author of numerous books. He is on the consultation board of International Pragmatics Association (IPrA) and China Pragmatics Association (CPrA), also serving as a vice president of Chinese Society of Logic (CSL), China Association for Discourse Studies (CADS), and Foreign Languages Curriculum Studies (CAFLCS).

【Speech Title】

Finding our own way: self-directed professional development in language teaching with artificial intelligence

【Abstract】

It is now well established that the rapid rise of artificial intelligence is reshaping higher education in profound ways, impacting both institutional policies and day-to-day teaching and learning practices. This provides a dilemma for both teachers and learners as they seek out best practices to make the most of AI while at the same time maintaining ethical and acceptable use. It is becoming clearer that learners will often require assistance to develop efficient and appropriate strategies in using AI, as well as being made aware of potential risks, such as over-reliance on AI-generated content. The burden for providing this assistance for learners, however, typically falls squarely on the shoulders of educators, many of whom are also struggling to continuously train themselves professionally to adapt to the rapidly evolving wave of AI tools. The presentation explores the difficulties in professional development, much of which requires teachers to regulate their own skills development. Emphasizing self-regulated professional growth, the seminar explores how educators can rethink their instructional approaches, foster critical thinking, and maintain relevance in a rapidly changing academic environment.

【Biodata】

Glenn Stockwell is Professor of Applied Linguistics at the Graduate School of International Culture and Communication Studies, Waseda University. He is author of Mobile Assisted Language Learning: Concepts, Contexts and Challenges (Cambridge University Press, 2022) and editor of Smart CALL: Personalization, Contextualization, & Socialization (Castledown) and Computer Assisted Language Learning: Diversity in Research and Practice (Cambridge University Press, 2012). He is editor-in-chief of Computer Assisted Language Learning and the Australian Journal of Applied Linguistics. His current research interests include the impact of technology on teaching and learning, mobile-assisted language learning, artificial intelligence in language education, teacher and learner training with technology, and the development of learner autonomy.

【Speech Title】

Youth in the digital multiverse: translanguaging, identity, and the pursuit of well-being

【Abstract】

Youth development is deeply tied to identity formation and social media practices, yet the role of multilingual and multicultural engagement in online spaces remains underexplored. This keynote examines how translanguaging practices—the fluid use of multiple languages and semiotic resources in digital communication—shape youths’ online identity expression, self-concept clarity (SCC), and well-being. Drawing on two empirical studies, I explore how translanguaging fosters creative identity exploration and enhances subjective well-being (life satisfaction, positive affect), while also posing challenges to SCC due to the fragmented nature of online interactions.

I introduce the concept of digital trans-literacies, reframing digital literacies as dynamic, culturally embedded competencies that transcend traditional linguistic boundaries. This framework highlights the dual role of digital translanguaging: empowering authentic self-expression and connection while navigating the complexities of hybridized digital identities.

The talk bridges sociolinguistics, digital media studies, and developmental psychology, offering insights for youth, researchers, educators, and policymakers. By rethinking digital spaces as ecosystems for identity growth, we can better support youth in cultivating resilience and coherence in an increasingly interconnected world.

【Biodata】

GU Mingyue Michelle is Professor of Sociolinguistics, and Dean of Graduate School, The Education University of Hong Kong. Her major research areas include: identity and language, multilingualism and mobility, digital literacies, youth development and social media, and family language policy. She has published widely in the above fields and demonstrates a strong record in securing external competitive research grants as Principal Investigator. She received the President’s Award in Individual Research Excellence in 2022 at EdUHK, the Research Excellence Award in 2017 and the Young Researcher Award in 2015 at CUHK. Currently she serves as the Associate Editor at Linguistics and Education.

【Speech Title】

Assessment futures – creating quality and fit for purpose assessment for all

【Abstract】

The Covid-19 pandemic required significant adjustments to assessment practices in Higher Education, prompting practitioners re-evaluate long-standing assessment practices that have been in place for decades, if not centuries. In some instances, replacing traditional exams with alternatives led to improved student outcomes and awarding gaps, which in turn enhanced diversity and fairness. While many institutions have since partially reverted to pre-pandemic practices, there is, I argue, a readiness in the sector to explore innovative approaches. These include for example integrating assessment ‘of’ learning to ensure sector quality standards with assessment ‘for’ or ‘as’ learning, stealth assessment, personalised assessment or similar approaches. Technology, including AI supported technology, has increased the scope of what is possible but also introduced challenges to educational providers. In my talk, I will briefly outline these developments and discuss some of the institutional and national sector responses drawing on examples from my institution, the UK Higher Education sector and the wider European HE distance learning community. I will then focus on emerging trends and selected examples relating to 1) AI supported assessment, 2) assessing creativity, and 3) designing assessments with student wellbeing in mind.

【Biodata】

Klaus-Dieter Rossade is Executive Dean of the Faculty of Wellbeing, Education and Language Studies. He is Professor for Distance Learning and Leadership at The Open University, UK. He also chairs the Board of the Online Confucius Institute at the OU. Previous roles included Head of School of Languages and Applied Linguistics, and Director of Assessment Programme. He has led several large-scale institutional change programmes related to assessment and quality assurance. He brings to his work over 30 years of experience in language and literature, communication, assessment and leadership in Higher Education. For the European Association for Distance Teaching Universities, he led a Special Interest Group on Online Assessment in 2021/2022.

【Speech Title】

Critiquing CALL publications from a research design perspective

【Abstract】

CALL publications are not short of systematic literature reviews. While it is important to identify publication trends, research themes, types of technology used, factors influencing technology adoption, effectiveness of CALL and so on, it is no less relevant to evaluate the rigorousness of the research design of CALL studies. Appropriate design is the first step in ensuring the quality of research outcomes. Nevertheless, no previous publication has focused exclusively on the robustness and trustworthiness of CALL research from the perspective of research design. This presentation reports on the findings of a research design-focused review of 282 empirical studies published in five SSCI and ESCI CALL journals between 2023 and 2024. The review covers a full spectrum of research design elements, from context of study, research hypothesis/question/purpose, theoretical underpinning, approach (quantitative, qualitative or mixed), type of design (experimental or non-experimental), duration, sampling, data collection and analysis, research bias, and ethical issue to limitation. Implications from the findings are discussed. Broader issues beyond the findings are raised which warrant more attention. This presentation is intended to highlight both the strengths and weaknesses of CALL journal publications in terms of research design rather than appraise any individual study in the hope that more attention will be paid to the design of a study by researchers and gatekeepers (editors/reviewers) alike.

【Biodata】

Professor Junhong Xiao is Editor of SpringerBriefs in Open and Distance Education, co-founding Editor of the Journal of Open, Distance, and Digital Education, columnist for Open University Malaysia (OUM) inspired, OUM’s International Advisory Board member, and founding member of the Center for Open Education Research, the University of Oldenburg, Germany. Previously working at the Open University of Shantou, he is on the editorial boards of numerous international journals. He has published widely in both Chinese and English with around 300 research outputs. He is featured in Episode 095 of Leaders & Legends of Online Learning sponsored by the International Council for Open and Distance Education (ICDE).

【Speech Title】

Digital virtual teachers and new quality classroom teaching

【Abstract】

The digitalization of education is an inevitable choice to proactively adapt to the new round of technological revolutions. The digitalization of education is not merely the digitization of teaching resources; it involves the application of digital technology throughout the entire educational process and across all elements. The digital virtual teacher is a comprehensive intelligent agent that has emerged with the development of digital technology and is applied in educational scenarios. Its appearance indicates that artificial intelligence technology can not only provide teaching resources but also actively participate in the teaching process, transforming from a "tool" role to a "learning facilitator" role, thereby forming a new teaching form of "teacher/student/computer" tripartite interaction. The digital virtual teacher brings the teaching process into both virtual and real spaces and plays a significant role in the digitalized education model.

【Biodata】

Li Zuowen, Professor and PhD supervisor, is the director of the Key Laboratory of Artificial Intelligence and Human Languages, Beijing Foreign Studies University. He concurrently serves as a member of foreign language teaching steering committee under Ministry of Education, President of China Textlinguistics Research Association, President of the audio-visual Translation and Communication Committee under China Radio and television Federation, and executive member of foreign language research branch under China Higher Education Association. He has published more than 50 academic papers in journals such as Journal of Foreign Languages, Foreign Languages in China, Technology Enhanced Foreign Language Education. He is the editor-in-chief of Language and Intelligence. His research interests include discourse linguistics, computational linguistics, language teaching, etc.

【Speech Title】

Human translator: challenges and opportunities in the AI era

【Abstract】

Machine translation, which has evolved into translation software based on AI currently, has had a long history ever since, and has overcome various obstacles along the hierarchy of language ranks including words, grammar, syntax, textual coherence, and others. Nevertheless, translation software supported by AI, from the perspective of a foreseeable future, will still leave quite many stones unturned despite its excellent performance in mechanically treating texts of various fields.

Translation practice has convincingly demonstrated that AI-supported software is by no means omnipotent up to the present. It has been betrayed by its failures in its treatment of such aspects as technical terms, improper omissions, careless omissions, noun repetition, sentence without subject, inaccurate diction, vague logic, number identification, inaccurate understanding, random rewriting, syntactical reorganization, idiom translation, poetic lines, and ideology.

In a word, human translators are still able to accomplish much in many aspects as far as the cross-language activity still exists in the cosmos.

【Biodata】

FAN Xiangtao, professor with College of Foreign Languages, Nanjing University of Aeronautics and Astronautics. Vice president of the Jiangsu Foreign Language Teaching and Research Association, and vice president of the Jiangsu Translators Association. Projects supported by National Fund for Philosophy and Social Science, National Fund for Translation of Chinese Academic Works, and Jiangsu Provincial Fund for Philosophy and Social Sciences. Second provincial prize for academic research in philosophy and social science; authoring over 70 papers, 4 works, 5 English-Chinese translations, and 7 Chinese -English translations. Currently mainly engaged in research on the translation and dissemination of Chinese classics in the English world.

【Speech Title】

Workshop on exploring older people’s lifelong learning, and learning foreign languages in particular

【Biodata】

Prof. GU Yueguo is the Chief Scientist of Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University (BFSU). Prof. GU is also the President of China Computer-Assisted Language Learning Association (ChinaCALL), the editor-in-chief of Journal of China Computer-Assisted Language Learning, and the founding Dean of the Institute of Online Education of BFSU. He served as Research Professor of Linguistics in the Chinese Academy of Social Sciences, the editor-in-chief of Contemporary Linguistics, and the editorial board member of Journal of Pragmatics, Text and Talk, Pragmatics, Journal of Intercultural Communication. His research areas include gerontolinguistics, corpus linguistics, pragmatics, discourse analysis, the philosophy of language, and online education.

【Speech Title】

Exploring Chinese EFL teachers’ perceptions of digital/mobile technologies in higher education: A focus on equality, diversity, and inclusiveness

【Biodata】

ZHANG Shuai holds a Ph.D. in applied linguistics from Beijing Normal University, and currently works as an associate professor and researcher at Institute of Online Education/Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University. He is the handling editor of Journal of China Computer-Assisted Language Learning (eISSN: 2748-3479). His research interests focus on applied linguistics, language teacher education and computer-assisted language learning.

【Speech Title】

Exploring in-service teachers’ interaction patterns in online learning community

【Biodata】

WANG Qi, Doctor of Science, received his degree from Beijing Normal University. Now he is working at Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University as an associate professor. His research interests involve mobile learning and AI-enhanced learning.

【Speech Title】

Expansive learning in EFL digital storytelling

【Abstract】

This study aims to explore the mechanism of expansive learning in the process of cultivating college students' capacity to disseminate Chinese culture. By analyzing the contradictions and their resolution processes encountered by four students during a 16-week course in "Digital Storytelling: Telling China’s Stories in English," the research reveals that students' expansive learning begins with the identification of internal contradictions within the activity system. Through historical and analytical approaches, students formulate and implement strategies to resolve these contradictions, solidifying new cognitive tools through reflection and ultimately bringing about new activity systems. During the process of expansive learning, students continuously improve their language and thinking tools, prompting the continuous renewal of the activity object and the transformation of the activity system from individual actions to collective activities, thereby achieving cultural creation and the production of new social practices. The study suggests that educators need to guide students in identifying and analyzing contradictions, encourage students to use mediating tools creatively, organize collective activities, thus promoting expansive learning among college students.

【Biodata】

Director of the Office for Undergraduate Studies at Beijing Foreign Studies University, English professor, and doctoral supervisor. Secretary-General of the Advisory Committee for Foreign Language and Literature Programs in Higher Education of the Ministry of Education, and Secretary-General of the Alliance of MOOCs for Foreign Languages in Chinese Universities. Research fields include English language education and American studies. She has hosted and participated in 6 projects funded by the National Social Science Fund, and published over 50 academic papers. She has been awarded the New Century Excellent Talent by Ministry of Education, and recognized as Exemplary Teacher of Beijing universities. She has received the First Prize of the National Teaching Achievement Award, and is a key member of the National Huang Danian-style Teacher Team.

【Speech Title】

Introduction to Virtual Exchange and its benefits: a case study of a teaching training programme

【Abstract】

Virtual exchange (VE) refers to “pedagogically-structured online collaborative learning between groups of students in different cultural contexts and/or geographical locations” (O’Dowd, 2018). By blending intercultural dialogue with digital technology, VE supports the internationalisation of higher education curricula, often termed Internationalisation at Home (IaH) (Beelen and Jones, 2015). Over three decades, VE has evolved from study-abroad practices and can complement or replace physical exchanges, as demonstrated during COVID-19. It prepares students for the global digital workplace by fostering transversal skills such as problem-solving, teamwork, leadership, communication, and critical thinking (Crawford, 2021). Effective VE programs require well-trained educators. This paper presents findings from a 4-week VE Teacher Training program delivered by the Online Confucius Institute at The Open University (OU), the Institute of Online Education at Beijing Foreign Studies University (BFSU), and UNICollaboration.org. The program, aimed at OU and BFSU educators, applied experiential modelling (Hoven, 2006), enabling participants to experience VE tools and processes as learners. The training introduced VE pedagogy, facilitated teaching partnerships, and encouraged the joint design and implementation of exchanges. Insights from this training highlight how VE research findings can be applied to provide students with enriched international and intercultural experiences virtually.

References:

O'Dowd, R. (2018). From telecollaboration to virtual exchange:

state-of-the-art and the role of UNICollaboration in moving forward. Research-publishing.net.

Beelen, J., & Jones, E. (2015). Europe Calling: A New Definition for

Internationalization at Home. International Higher Education, (83), 12–13. https://doi.org/10.6017/ihe.2015.83.9080

Crawford, I. (2021). Employer Perspectives on Virtual International

Working: Essential Skills for the Globalised, Digital Workplace. In S. Swartz, B. Barbosa, I. Crawford, & S. Luck (Eds.), Developments in Virtual Learning Environments and the Global Workplace (pp. 178–204). IGI Global. https://doi.org/10.4018/978-1-7998-7331-0.ch010

Hoven, D. (2006). Remodelling a blended course in technology in (language)

teacher education. In Who’s learning? Whose technology? Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? (pp. 339–349). Sydney, Australia

【Biodata】

Dr Kan Qian (阚茜) is Director of the Online Confucius Institute at The Open University. She is Senior Lecturer in Chinese in the School of Languages and Applied Linguistics at The Open University. She is also Senior Fellow of The Higher Education Academy (UK), and Bye-Fellow of Lucy Cavendish College at the University of Cambridge. She supervises doctoral students in the field of language teaching and technology. Her research focuses on the use of technologies for the learning and teaching of languages: mobile language learning, interactions in online discussion forums, learning via Virtual Exchange and online language learning design. She co-edited the Special Issue: Technology-Enhanced Teaching of Chinese as a Foreign Language, for the Journal of the ChinaCALL (August 2023). For her publications, please visit this page.

Dr. Jinlan TANG is the Dean and Professor of English language education in the Institute of Online Education, Researcher at Artificial Intelligence and Human Languages Lab, Beijing Foreign Studies University (BFSU), China, and Secretary-in-General of ChinaCALL. Her research covers the areas of language assessment, teacher training, technology-enhanced language teaching and learning. She also serves as the co-editor-in-chief of Journal of China Computer-Assisted Language Learning and associate-editor of International Journal of Computer-Assisted Language Learning and Teaching. Her publications include over 40 research papers, one monograph, three co-authored books and three co-authored special issue international journals. She has led a team developing an online language learning application and a VR-based language and culture course at BFSU. She is a registered expert of the International Association for Standardization (ISO) and member of the National Technical Committee for Standardization of Education Services of China.

【Speech Title】

Critical virtual exchange: at the interface of critical CALL, critical digital literacy, and critical global citizenship education

【Abstract】

Higher education institutions are responsible for preparing young people for living and working in a globally interconnected world by helping them develop their international and intercultural skills including languages. One way of assuming this responsibility is through internationalisation at home (IaH) (Beelen & Jones, 2015) implemented via virtual exchange (VE) which – over the past two decades – has enjoyed increasing popularity in language teacher education in particular (Hauck et al., 2020). Working online with colleagues and students from diverse backgrounds and education systems has allowed trainees to experience and reflect on issues related to technology and pedagogy in authentic linguistic and intercultural contexts but has also challenged them to engage with issues related to social justice and inclusion. The latter refers to the fact that IaH – including VE-based IaH – is not inherently equitable and inclusive. This contribution to the nascent field of critical virtual exchange (CVE) (Hauck, 2020, Hauck, 2023), i.e. VE through the equity, diversity, inclusion and access lens, puts the spotlight on the interface between, critical CALL, critical digital literacy, and critical global citizenship education instantiated through CVE. Examples from language and culture learning and teaching contexts that speak to the CVE agenda will be presented and discussed.

Keywords: critical CALL, critical digital literacy, critical global citizenship education, critical virtual exchange

References:

Beelen, J., & Jones, E. (2015). Redefining internationalization at home.

In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott (Eds.), The European higher education area. Between critical reflections and future policies (pp. 59–72). Springer International Publishing. https://doi.org/10.1007/978-3-319-20877-0_5

Hauck, M. (2020, September 15th). Towards global fairness in the

digital space through VE. 3rd International Virtual Exchange Conference (IVEC), Newcastle, UK. https://iveconference.org/2020-conference/

Hauck, M. (2023). From virtual exchange to critical virtual exchange

and critical internationalization at home. Global Impact Exchange. diversityabroad.org https://www.diversityabroad.org/DIVaPublic/GIE-Archives/GIE-2023/GIE-Virtual-Exchange-Tool.aspx

Hauck, M., Müller-Hartmann, A., Rienties, B., & Rogaten, J. (2020).

Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(2020), 5–35. https://doi.org/10.21827/jve.3.36082

【Biodata】

Prof. Mirjam Hauck is Academic Lead for AI in Learning, Teaching and Assessment at the Open University/UK and a Senior Fellow of the UK’s Higher Education Academy. She has published widely on the learning and teaching of languages and cultures, in virtual exchange (VE) contexts in particular. She is the President of the European Association for Computer Assisted Language Learning (EUROCALL), serves as Associate Editor of the CALL Journal and is an editorial board member of ReCALL and LLT. She is a founding member of UNICollaboration.org and has been a co-investigator in several VE projects funded by the EU and the US-based Steven Initiative.

【Speech Title】

From CALL to multidisciplinary virtual exchange: enhancing collaboration, diversity, and global skills

【Abstract】

This paper examines the transition from traditional Computer-Assisted Language Learning (CALL) to multidisciplinary Virtual Exchange (VE) frameworks, highlighting their ability to enhance linguistic, cultural, and professional skills. Building on foundational work by CALL scholars such as Levy (1997) and O'Dowd (2018), and the interdisciplinary approaches outlined by Fonseca et al. (2021), this study explores how VE extends beyond language learning by integrating collaborative, real-world applications and developing 21st century skills training (Brautlacht et al. (2021). A key feature is the applied teaching and learning approach in a multidisciplinary environment with native and non-native speakers of English. It raises awareness of linguistic challenges and differences in cultural perspectives, while addressing technological disparities. An example is the ProGlobe Virtual Exchange Program, connecting students from Tourism, International Business, and Interior Design across Portugal, Germany, China, USA, and Canada. Shenzhen Technology University has joined the ProGlobe community, bringing new dimensions to this program. Chinese students actively engaged in their virtual projects, contributing unique perspectives and collaborating with peers globally. This paper shares how students presented their work in a student-run virtual conference, highlighting VE’s potential to prepare students for a multicultural world by integrating multidisciplinary and intercultural dimensions into education.

Keywords: virtual exchange, global collaboration, multidisciplinary education, global skills

【Biodata】

Regina Brautlacht is a Senior Lecturer in Business Communication and Entrepreneurship as well as Coordinator for English Programs for the Department of Management Sciences at Hochschule Bonn-Rhein-Sieg (H-BRS), Germany. Appointed as Presidential Commissioner for Global Digital Learning (2018–2024), she has contributed significantly to advancing virtual exchange and digital internationalization. A founding member of the Consortium of Virtual Exchange (CoVE), Regina has led multiple grant-funded projects on virtual mobility and innovation in teaching at H-BRS. She also serves on several commissions, reviews grants for EU and German funding schemes, and received the Teaching Award for Innovation for her work in VE and entrepreneurship. Regina has published on virtual exchange and global digital learning.

Dr. Hao Chen is the Shenzhen Peacock Distinguished Associate Professor at the Business School, Shenzhen Technology University, Shenzhen, China. She serves as the director of the Business School’s Business Case Center and an area editor (HR/OB) at ChinaCases.org. She has published more than 20 teaching cases in case centers such as Tsinghua SEM China Business Case Center, Harvard Business Cases, etc. She has been the project leader/member of several research projects funded by organizations such as the National Natural Science Foundation of China, Tsinghua University, Chinese multinational enterprises, and listed companies. Her publications are in SSCI and CSSCI journals. Her English publications have been cited more than 1200 times at the Web of Science core.