References
Åkerlind, G. S. (2008). A phenomenographic approach to developing academics’ understanding of the nature of teach-ing and learning. Teaching in Higher Education, 13(6), 633-644.
https://doi.org/10.1080/13562510802452350
Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975.
Chen, L. (2023). The formation mechanism and running logic of the phenomenon of “aim high but accomplish little” in graduate academic writing: Based on the grounded theory research of 194 graduate students in humanities and so-cial sciences. China Higher Education Research, 2, 81-88.
https://doi.org/10.16298/j.cnki.1004-3667.2023.02.11
Chen, X., Li, X., & Zhang, P. (2023). Does overseas experience mean higher academic performance? Based on PLS of the national natural science foundation of China. Forum on Science and Technology in China, 11, 129-138.
https://doi.org/10.13580/j.cnki.fstc.2023.11.017
Chen, Y., Chen, C., Liu, Z., et al. (2015). CiteSpace the methodology function of CiteSpace mapping knowledge domains. Studies in Science of Science, 33(2), 242-253.
https://doi.org/10.16192/j.cnki.1003-2053.2015.02.009
Du, Z., & Gao, Y. (2022). Feedback literacy studies in China and abroad: Retrospect and prospect. Foreign Language Education in China, 5(4), 10-17+90.
Fenton-Smith, B., Humphreys, P., Walkinshaw, I., Michael, R., & Lobo, A. (2017). Implementing a university-wide credit-bearing English language enhancement programme: Issues emerging from practice. Studies in Higher Education, 42(3), 463-479.
https://doi.org/10.1080/03075079.2015.1052736
Gao, L. (2000). Analysis of phenomenological description and research on conceptions of learning and teaching. Jour-nal of South China Normal University (Social Science Edition), 3, 97-104.
Guo, J., & Feng, S. (2023). Analysis of international academic impact of education disciplines in China based on InCites platform. Modern Education Management, 1, 40-54.
https://doi.org/10.16697/j.1674-5485.2023.01.005
Hallett, F. (2010). The postgraduate student experience of study support: A phenomenographic analysis. Studies in Higher Education, 35(2), 225-238.
https://doi.org/10.1080/03075070903134234
He, D., Zhang, X., & Wang, J. (2022). Exploring influencing factors about academic information avoidance behavior of young researchers in universities—Based on S-S-O theory. Journal of Modern Information, 42(5), 38-49.
He, Y., & Zhang, X. (2020). Research on quantitative linguistics of scientific knowledge system based on integrating subject fingerprints. Information Science, 38(4), 116-122.
https://doi.org/10.13833/j.issn.1007-7634.2020.04.018
Hui, L., Lin, J., & Li, S. (2017). Research on the characteristics of students’ demands for academic literacy education in universities. Journal of Information Resources Management, 7(2), 106-112.
https://doi.org/10.13365/j.jirm.2017.02.106
Jiang, C., Liu, X., & Zhang, L. (2015). References of Chinese highly cited papers: To be or not to be highly cited? —Take library and information science as an example. Journal of Intelligence, 34(1), 105-109.
Li, D. (2022). A review of academic literacy research development: From 2002 to 2019. Asian Journal of Second and Foreign Language Education, 7(5).
https://doi.org/10.1186/s40862-022-00130-z
Li, F., & Ye, H. (2023). Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialization. Journal of English for Academic Purposes, 61, 101211.
https://doi.org/10.1016/j.jeap.2022.101211
Li, J., & Dong, S. (2022). Knowledge production of higher education under the background of “new liberal arts” construction. Higher Education Exploration, 4, 42-50.
Li, L. (2019). Disenchantment of educational research paradigm: Integration and symbiosis of speculative research and empirical research. University Education Science, 3, 31-38.
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5), e07014.
https://doi.org/10.1016/j.heliyon.2021.e07014
Ng, L., & Lo, C. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14(9), 5428.
https://doi.org/10.3390/su14095428
Qiu, P. (2000). Information metrics (V) lecture five: The distribution law of literature information word frequency—Zipf’s law. Information Studies: Theory & Application, 5, 396-400.
https://doi.org/10.16353/j.cnki.1000-7490.2000.05.026
Razali, R., & Arifin, M. A. (2023). A bibliometric analysis on feedback literacy from the Asian perspective: What do we know and where do we go from here? Cogent Education, 10(2).
https://doi.org/10.1080/2331186X.2023.2222655
Shang, Y., Zhang, L., et al. (2022). Research on the characteristics in scientific collaboration and the impact of articles from high-level observation from Nature/Science articles of China and the US multidisciplinary academic journals. Journal of Modern Information, 42(2), 163-177.
Wingate, U. (2018). Academic literacy across the curriculum: Towards a collaborative instructional approach. Language Teaching, 51(3), 349-364.
https://doi.org/10.1017/S0261444816000264
Xing, X., Chen, H., & Shen, W. (2023). The impact of academic training environment on the research ability improvement of doctoral students—From the perspective of disciplinary differences. Journal of Graduate Education, 4, 1-11.
https://doi.org/10.19834/j.cnki.yjsjy2011.2023.04.01
Xu, L., & Mu, X. (2020). Academic literacy of top-notch innovative talents of graduate students: Connotation, structure and mechanism: Analysis based on grounded theory. Journal of Graduate Education, 2, 24-31.
https://doi.org/10.19834/j.cnki.yjsjy2011.2024.02.05
Ye, F., & Chen, W. (2022). Analysis of the situation of academic papers published by journal editors in China and its enlightenment. Publishing & Printing, 3, 82-89.
https://doi.org/10.19619/j.issn.1007-1938.2023.00.021
Zheng, X., & Ding, B. (2017). Phenomenography: A meso-level methodology in educational research. International and Comparative Education, 39(3), 26-32.
https://doi.org/10.20013/j.cnki.ice.2017.03.003
Zhong, L. (2022). Solutions to the difficulties in academic writing. Academic Degrees & Graduate Education, 4, 12-19.
https://doi.org/10.16750/j.adge.2022.04.003