Quickly Understanding of Needs and Issues of Undergraduate University Students in Listening Comprehension: A Need Analysis to develop Assisted-Social Media Learning Material
Keywords:
Learning Need, Social Media, Listening ComprehensionAbstract
Using social media in teaching listening requires creativity and modification in order to be suitable for learning. The aim of this research is to identify the learners' need for developing assisted-social media learning material in listening comprehension course at the Islamic University of Riau, Indonesia. The study involved undergraduate students taking listening comprehension subject who were selected through cluster random sampling. Along with the students, 5 lecturers were also involved. The instruments used in this study were questionnaire, interviews guide, and observation sheet. The questionnaire was centered on two main categories: Target need analysis and learning need analysis, drawing on the theoretical framework of Hutchinson and Waters (1987). Both analysis results revealed that the challenges faced by students while learning listening comprehension with the help of social media have a notable influence, mainly because of the discrepancy between the anticipated methods of learning and the actual internal factors that drive students to acquire effective listening skills. This situation is likely to contribute to the enhancement of their speaking abilities to meet their specific goals. As a result, meeting these goals requires additional support in terms of psychological, motivational, and material aspects. Overall, these findings provide valuable insights for designing and developing a tailor-made English learning material assisted by social media that meets the specific needs of the learners in the future particularly in listening comprehension course.
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References
Abbasi, I. (2022). An Investigation of the Factors Contributing to Inadequate Listening Comprehension in Non-Elite Private Secondary Schools, Punjab, Pakistan. Pakistan Languages and Humanities Review, 6(II), 633–646. https://doi.org/10.47205/plhr.2022(6-ii)55
Abdolrezapour, P., & Ghanbari, N. (2021). The Effect of Positive Psychology Intervention on EFL Learners’ Listening Comprehension. Journal of Psycholinguistic Research, 50(5), 1159–1180. https://doi.org/10.1007/s10936-021-09780-5
Abdulrahman, T., Basalama, N., & Widodo, M. R. (2018). The impact of podcasts on efl students’ listening comprehension. International Journal of Language Education, 2(2), 23–33. https://doi.org/10.26858/ijole.v2i2.5878
Akram, W., & Kumar, R. (2017). LIT REVIEW - BUT Good Suggestions - A Study on Positive and Negative Effects of Social Media on Society. International Journal of Computer Sciences and Engineering, 5(10), 351–354.
Al-Khalidi, I., & Khouni, O. (2021). Investigating the Effectiveness of Social Media Platforms (SMPs) in English Language Teaching and Learning from EFL Students’ Perspectives. Journal of Applied Linguistics and Language Research, 8(4), 46–64. www.jallr.com
Alasmari, A. (2020). The Impact of Social Media on Organizational Communication. Arab Journal for Scientific Publishing, 1–9. https://www.ajsp.net/research/The Impact of Social Media on Organizational Communication.pdf
Alrawashdeh, A. I., & Al-zayed, N. N. (2017). Difficulties That English Teachers Encounter while Teaching Listening Comprehension and Their Attitudes towards Them. English Language Teaching, 10(5), 167. https://doi.org/10.5539/elt.v10n5p167
Anwas, E. O. M., Sugiarti, Y., Permatasari, A. D., Warsihna, J., Anas, Z., Alhapip, L., Siswanto, H. W., & Rivalina, R. (2020). Social media usage for enhancing english language skill. International Journal of Interactive Mobile Technologies, 14(7), 41–57. https://doi.org/10.3991/IJIM.V14I07.11552
Bexheti, L. A., Ismaili, B. E., & Cico, B. H. (2014). An Analysis of Social Media Usage in Teaching and Learning: The Case of SEEU Future Education and Training in Computing: How to Support Learning at Anytime Anywhere (FETCH) View project SCOPUS Project View project. Researchgate.Net, May 2017.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
Byrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals, 17(4), 317–329. https://doi.org/10.1111/j.1944-9720.1984.tb03235.x
Collins, B. C., Browder, D. M., Haughney, K. L., Allison, C., & Fallon, K. (2019). The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability. Journal of Special Education Technology, 34(4), 269–283. https://doi.org/10.1177/0162643419832976
Deregözü, A. (2021). The Use of Listening Comprehension Strategies in Distance Language Education. English Language Teaching, 14(10), 62. https://doi.org/10.5539/elt.v14n10p62
Dirjal, A. H., Ghapanchi, Z., & Ghonsooly, B. (2020). Role of Social Media Application in Promoting Motivation and Listening Skill of Iraqi EFL Learners: A Skype-Based Study. Asian Social Science, 16(8), 20. https://doi.org/10.5539/ass.v16n8p20
Elverici, S. E. (2021). Can Social Media Promote Social Presence And Attitude In Efl Classes? Turkish Online Journal of Distance Education, 22(1), 133–147. https://doi.org/10.17718/TOJDE.849893
Faizi, R., El Afia, A., & Chiheb, R. (2014). Social media: An optimal virtual environment for learning foreign languages. International Journal of Emerging Technologies in Learning, 9(5), 64–66. https://doi.org/10.3991/ijet.v9i5.3911
Farani, R. (2016). Learning Theories In Instructional Multimedia For English Learning. Journal of English and Education, 6(2), 112–124. https://doi.org/10.20885/jee.vol6.iss2.art10
Fauzanna, W. (2017). Listening Journals for Extensive Listening Practice of EFL Students at Andalas University. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 331–335. http://ejournal.unp.ac.id/index.php/selt/article/view/8023
Fleckenstein, J., Leucht, M., & Köller, O. (2018). Teachers’ Judgement Accuracy Concerning CEFR Levels of Prospective University Students. Language Assessment Quarterly, 15(1), 90–101. https://doi.org/10.1080/15434303.2017.1421956
Furuya, A. (2021). How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives. International Journal of Listening, 35(2), 123–133. https://doi.org/10.1080/10904018.2019.1694411
Hadijah, S. (2016). Teaching by Using Video: Ways to Make it More Meaningful in EFL Classrooms. Proceedings of the Fourth International Seminar on English Language and Teaching ISELT-4, October, 307–315.
Haque, M. Z. (2023). The Use of Social Media Platforms in Language Learning: A Critical Study. Journal of Global Research in Education and Social Science, February, 20–28. https://doi.org/10.56557/jogress/2023/v17i18109
Hardiyanto, A., Tanjung, M., & Suharjono, S. (2021). Listening Comprehension Difficulties; a Case Study of Efl Students in Listening Class. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 168. https://doi.org/10.24252/eternal.v71.2021.a12
Ismail, Syofianis, M. L. O. (2016). Pengaruh podcast terhadap pemahaman mendengarkan dari mahasiswa semester dua program studi bahasa inggris di universitas islam riau. Jurnal Pendidikan, 44–51.
Kadwa, M. S., & Alshenqeeti, H. (2020). International Journal of Linguistics, Literature and Translation (IJLLT) The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program. International Journal of Linguistics, Literature and Translation (IJLLT), 3(11), 55–67. https://doi.org/10.32996/ijllt
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59–68. https://doi.org/10.1016/j.bushor.2009.09.003
Kessler, G. (2013). Teaching ESL/EFL in a World of Social Media, Mash-Ups, and Hyper-Collaboration. TESOL Journal, 4(4), 615–632. https://doi.org/10.1002/tesj.106
KIOUACH, A., & ZARHBOUCH, B. (2021). the Effect of Social Media on Adolescents. RIMAK International Journal of Humanities and Social Sciences, 03(07), 294–304. https://doi.org/10.47832/2717-8293.7-3.27
Kojo, D. B., Agyekum, B. O., & Arthur, B. (2018). Exploring the effects of social media on the reading culture of students in Tamale Technical University. Journal of Education and Practice, 9(7), 47–56. www.iiste.org
Marone, V., & Rodriguez, R. C. (2019). “What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities. Online Journal of Communication and Media Technologies, 9(4). https://doi.org/10.29333/ojcmt/5955
Mart, Ç. T. (2020). Integrating listening and speaking skills to promote speech production and language development. Mextesol Journal, 44(2).
May, C., Kolej, O., & Sembilan, M. N. (2020). Bottom-Up, Top-Down and Interactive Processing in Listening Comprehension. Nali Symposium, May, 372–382. https://www.researchgate.net/publication/351358163
Muchtar, N., Alimin, Halim, S., & Khairunnisa. (2015). Using Youtube as Unlimited Educational Video Resources in Teaching English Skills. Ideas, 3(2), 1–11. https://doi.org/10.24256/ideas.v3i2.145
Nair, T. (2020). Media, technology and family. In The Contemporary Indian Family. https://doi.org/10.4324/9781003057796-4
Namaziandost, E., Nasri, M., & Akbari, S. (2019). Mehdi Nasri, Samira Akbari. The Impact of Teaching Listening Comprehension by Audio and Video Aids on the Intermediate EFL Learners Listening Proficiencies. Language. Literature and Culture, 2(3), 121–128. http://www.aascit.org/journal/llc
Nguyen, T. N. (2023). An Investigation into Difficulties in Teaching Pronunciation to First-Year English Majors at Dong Nai University. Journal of English Language Teaching and Applied Linguistics, 5(2), 135–150. https://doi.org/10.32996/jeltal.2023.5.2.17
Nikali, H. (1995). Replacement of Letter Mail by Electronic Communications to the Year 2010. Commercialization of Postal and Delivery Services: National and International Perspectives, 223–235. https://doi.org/10.1007/978-1-4615-2784-8_15
Popa, D. (2017). Social Media – New Form Of Learning Community. May, 1842–1850. https://doi.org/10.15405/epsbs.2017.05.02.226
Pradeepa, K., & Hema, N. (2022). Enhancing Learning Technology: By Incorporating Social Media Platforms in Language Teaching Classrooms. Journal of Higher Education Theory and Practice, 22(13), 19–28. https://doi.org/10.33423/jhetp.v22i13.5504
Purvis, A., Rodger, H., and Beckingham, S. (2016). Engagement or Distraction: The use of Social Media for Learning in Higher Education. . Student Engagement and Experience Journal, 5(1), 1–5. https://doi.org/10.7190/seej.v5.i1.104
Read, T., Kukulska-Hulme, A., & Barcena, E. (2021). Supporting listening comprehension by social network-based interaction in mobile assisted language learning. Porta Linguarum, 2021(35), 295–309. https://doi.org/10.30827/portalin.v0i35.15341
Saraswaty, D. R. (2018). Learners’ Difficulties & Strategies in Listening Comprehension. English Community Journal, 2(1), 139. https://doi.org/10.32502/ecj.v2i1.1003
Sitorus, N., & Azir, I. D. A. (2021). Enhancing Students’ Reading and Listening Skills by Using Social Media Language Learning (SMLL) Approach through Features on Instagram Verified Accounts. Ethical Lingua: Journal of Language Teaching and Literature, Vol. 8 No. 2 (2021), 346–356. https://doi.org/10.30605/25409190.310
Tran, T. Q., & Duong, T. M. (2020). Insights into listening comprehension problems: A case study in Vietnam. Pasaa, 59(June), 77–100.
Tschirner, E. (2016). Listening and Reading Proficiency Levels of College Students. Foreign Language Annals, 49(2), 201–223. https://doi.org/10.1111/flan.12198
Walker, N. (2014). Listening: the most difficult skill to teach. Encuentro, 23, 167–175. http://www.encuentrojournal.org/textos/Walker_LISTENING .pdf
Woods, K., Gomez, M., & Arnold, M. G. (2019). Using social media as a tool for learning in higher education. International Journal of Web-Based Learning and Teaching Technologies, 14(3), 1–14. https://doi.org/10.4018/IJWLTT.2019070101
Xu, F. (2011). The Priority of Listening Comprehension over Speaking in the Language Acquisition Process. International Education Studies, 4(1), 161–165. https://doi.org/10.5539/ies.v4n1p161
Yamada, H. (2018). Theory and practice in language studies. Theory and Practice in Language Studies, 8(8), 982–987. http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0808982987/1598
Zarzycki, Ł. (2021). The implementation of YouTube resources in language learning. CALL for Background, 169–189.
Abbasi, I. (2022). An Investigation of the Factors Contributing to Inadequate Listening Comprehension in Non-Elite Private Secondary Schools, Punjab, Pakistan. Pakistan Languages and Humanities Review, 6(II), 633–646. https://doi.org/10.47205/plhr.2022(6-ii)55
Abdolrezapour, P., & Ghanbari, N. (2021). The Effect of Positive Psychology Intervention on EFL Learners’ Listening Comprehension. Journal of Psycholinguistic Research, 50(5), 1159–1180. https://doi.org/10.1007/s10936-021-09780-5
Abdulrahman, T., Basalama, N., & Widodo, M. R. (2018). The impact of podcasts on efl students’ listening comprehension. International Journal of Language Education, 2(2), 23–33. https://doi.org/10.26858/ijole.v2i2.5878
Akram, W., & Kumar, R. (2017). LIT REVIEW - BUT Good Suggestions - A Study on Positive and Negative Effects of Social Media on Society. International Journal of Computer Sciences and Engineering, 5(10), 351–354.
Al-Khalidi, I., & Khouni, O. (2021). Investigating the Effectiveness of Social Media Platforms (SMPs) in English Language Teaching and Learning from EFL Students’ Perspectives. Journal of Applied Linguistics and Language Research, 8(4), 46–64. www.jallr.com
Alasmari, A. (2020). The Impact of Social Media on Organizational Communication. Arab Journal for Scientific Publishing, 1–9. https://www.ajsp.net/research/The Impact of Social Media on Organizational Communication.pdf
Alrawashdeh, A. I., & Al-zayed, N. N. (2017). Difficulties That English Teachers Encounter while Teaching Listening Comprehension and Their Attitudes towards Them. English Language Teaching, 10(5), 167. https://doi.org/10.5539/elt.v10n5p167
Anwas, E. O. M., Sugiarti, Y., Permatasari, A. D., Warsihna, J., Anas, Z., Alhapip, L., Siswanto, H. W., & Rivalina, R. (2020). Social media usage for enhancing english language skill. International Journal of Interactive Mobile Technologies, 14(7), 41–57. https://doi.org/10.3991/IJIM.V14I07.11552
Bexheti, L. A., Ismaili, B. E., & Cico, B. H. (2014). An Analysis of Social Media Usage in Teaching and Learning: The Case of SEEU Future Education and Training in Computing: How to Support Learning at Anytime Anywhere (FETCH) View project SCOPUS Project View project. Researchgate.Net, May 2017.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
Byrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals, 17(4), 317–329. https://doi.org/10.1111/j.1944-9720.1984.tb03235.x
Collins, B. C., Browder, D. M., Haughney, K. L., Allison, C., & Fallon, K. (2019). The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability. Journal of Special Education Technology, 34(4), 269–283. https://doi.org/10.1177/0162643419832976
Deregözü, A. (2021). The Use of Listening Comprehension Strategies in Distance Language Education. English Language Teaching, 14(10), 62. https://doi.org/10.5539/elt.v14n10p62
Dirjal, A. H., Ghapanchi, Z., & Ghonsooly, B. (2020). Role of Social Media Application in Promoting Motivation and Listening Skill of Iraqi EFL Learners: A Skype-Based Study. Asian Social Science, 16(8), 20. https://doi.org/10.5539/ass.v16n8p20
Elverici, S. E. (2021). Can Social Media Promote Social Presence And Attitude In Efl Classes? Turkish Online Journal of Distance Education, 22(1), 133–147. https://doi.org/10.17718/TOJDE.849893
Faizi, R., El Afia, A., & Chiheb, R. (2014). Social media: An optimal virtual environment for learning foreign languages. International Journal of Emerging Technologies in Learning, 9(5), 64–66. https://doi.org/10.3991/ijet.v9i5.3911
Farani, R. (2016). Learning Theories In Instructional Multimedia For English Learning. Journal of English and Education, 6(2), 112–124. https://doi.org/10.20885/jee.vol6.iss2.art10
Fauzanna, W. (2017). Listening Journals for Extensive Listening Practice of EFL Students at Andalas University. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 331–335. http://ejournal.unp.ac.id/index.php/selt/article/view/8023
Fleckenstein, J., Leucht, M., & Köller, O. (2018). Teachers’ Judgement Accuracy Concerning CEFR Levels of Prospective University Students. Language Assessment Quarterly, 15(1), 90–101. https://doi.org/10.1080/15434303.2017.1421956
Furuya, A. (2021). How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives. International Journal of Listening, 35(2), 123–133. https://doi.org/10.1080/10904018.2019.1694411
Hadijah, S. (2016). Teaching by Using Video: Ways to Make it More Meaningful in EFL Classrooms. Proceedings of the Fourth International Seminar on English Language and Teaching ISELT-4, October, 307–315.
Haque, M. Z. (2023). The Use of Social Media Platforms in Language Learning: A Critical Study. Journal of Global Research in Education and Social Science, February, 20–28. https://doi.org/10.56557/jogress/2023/v17i18109
Hardiyanto, A., Tanjung, M., & Suharjono, S. (2021). Listening Comprehension Difficulties; a Case Study of Efl Students in Listening Class. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 168. https://doi.org/10.24252/eternal.v71.2021.a12
Ismail, Syofianis, M. L. O. (2016). Pengaruh podcast terhadap pemahaman mendengarkan dari mahasiswa semester dua program studi bahasa inggris di universitas islam riau. Jurnal Pendidikan, 44–51.
Kadwa, M. S., & Alshenqeeti, H. (2020). International Journal of Linguistics, Literature and Translation (IJLLT) The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program. International Journal of Linguistics, Literature and Translation (IJLLT), 3(11), 55–67. https://doi.org/10.32996/ijllt
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59–68. https://doi.org/10.1016/j.bushor.2009.09.003
Kessler, G. (2013). Teaching ESL/EFL in a World of Social Media, Mash-Ups, and Hyper-Collaboration. TESOL Journal, 4(4), 615–632. https://doi.org/10.1002/tesj.106
KIOUACH, A., & ZARHBOUCH, B. (2021). the Effect of Social Media on Adolescents. RIMAK International Journal of Humanities and Social Sciences, 03(07), 294–304. https://doi.org/10.47832/2717-8293.7-3.27
Kojo, D. B., Agyekum, B. O., & Arthur, B. (2018). Exploring the effects of social media on the reading culture of students in Tamale Technical University. Journal of Education and Practice, 9(7), 47–56. www.iiste.org
Marone, V., & Rodriguez, R. C. (2019). “What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities. Online Journal of Communication and Media Technologies, 9(4). https://doi.org/10.29333/ojcmt/5955
Mart, Ç. T. (2020). Integrating listening and speaking skills to promote speech production and language development. Mextesol Journal, 44(2).
May, C., Kolej, O., & Sembilan, M. N. (2020). Bottom-Up, Top-Down and Interactive Processing in Listening Comprehension. Nali Symposium, May, 372–382. https://www.researchgate.net/publication/351358163
Muchtar, N., Alimin, Halim, S., & Khairunnisa. (2015). Using Youtube as Unlimited Educational Video Resources in Teaching English Skills. Ideas, 3(2), 1–11. https://doi.org/10.24256/ideas.v3i2.145
Nair, T. (2020). Media, technology and family. In The Contemporary Indian Family. https://doi.org/10.4324/9781003057796-4
Namaziandost, E., Nasri, M., & Akbari, S. (2019). Mehdi Nasri, Samira Akbari. The Impact of Teaching Listening Comprehension by Audio and Video Aids on the Intermediate EFL Learners Listening Proficiencies. Language. Literature and Culture, 2(3), 121–128. http://www.aascit.org/journal/llc
Nguyen, T. N. (2023). An Investigation into Difficulties in Teaching Pronunciation to First-Year English Majors at Dong Nai University. Journal of English Language Teaching and Applied Linguistics, 5(2), 135–150. https://doi.org/10.32996/jeltal.2023.5.2.17
Nikali, H. (1995). Replacement of Letter Mail by Electronic Communications to the Year 2010. Commercialization of Postal and Delivery Services: National and International Perspectives, 223–235. https://doi.org/10.1007/978-1-4615-2784-8_15
Popa, D. (2017). Social Media – New Form Of Learning Community. May, 1842–1850. https://doi.org/10.15405/epsbs.2017.05.02.226
Pradeepa, K., & Hema, N. (2022). Enhancing Learning Technology: By Incorporating Social Media Platforms in Language Teaching Classrooms. Journal of Higher Education Theory and Practice, 22(13), 19–28. https://doi.org/10.33423/jhetp.v22i13.5504
Purvis, A., Rodger, H., and Beckingham, S. (2016). Engagement or Distraction: The use of Social Media for Learning in Higher Education. . Student Engagement and Experience Journal, 5(1), 1–5. https://doi.org/10.7190/seej.v5.i1.104
Read, T., Kukulska-Hulme, A., & Barcena, E. (2021). Supporting listening comprehension by social network-based interaction in mobile assisted language learning. Porta Linguarum, 2021(35), 295–309. https://doi.org/10.30827/portalin.v0i35.15341
Saraswaty, D. R. (2018). Learners’ Difficulties & Strategies in Listening Comprehension. English Community Journal, 2(1), 139. https://doi.org/10.32502/ecj.v2i1.1003
Sitorus, N., & Azir, I. D. A. (2021). Enhancing Students’ Reading and Listening Skills by Using Social Media Language Learning (SMLL) Approach through Features on Instagram Verified Accounts. Ethical Lingua: Journal of Language Teaching and Literature, Vol. 8 No. 2 (2021), 346–356. https://doi.org/10.30605/25409190.310
Tran, T. Q., & Duong, T. M. (2020). Insights into listening comprehension problems: A case study in Vietnam. Pasaa, 59(June), 77–100.
Tschirner, E. (2016). Listening and Reading Proficiency Levels of College Students. Foreign Language Annals, 49(2), 201–223. https://doi.org/10.1111/flan.12198
Walker, N. (2014). Listening: the most difficult skill to teach. Encuentro, 23, 167–175. http://www.encuentrojournal.org/textos/Walker_LISTENING .pdf
Woods, K., Gomez, M., & Arnold, M. G. (2019). Using social media as a tool for learning in higher education. International Journal of Web-Based Learning and Teaching Technologies, 14(3), 1–14. https://doi.org/10.4018/IJWLTT.2019070101
Xu, F. (2011). The Priority of Listening Comprehension over Speaking in the Language Acquisition Process. International Education Studies, 4(1), 161–165. https://doi.org/10.5539/ies.v4n1p161
Yamada, H. (2018). Theory and practice in language studies. Theory and Practice in Language Studies, 8(8), 982–987. http://www.academypublication.com/ojs/index.php/tpls/article/view/tpls0808982987/1598
Zarzycki, Ł. (2021). The implementation of YouTube resources in language learning. CALL for Background, 169–189.
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