Liqiao Nong Editor at IgMin Research
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Biography
Dr. Liqiao Nong, Ph.D, associate professor in school of humanities and education at Guangxi Polytechnic of Construction. Her research interests include: Educational technology, English teaching methodology, educational technology integrated into language teaching. As a leading researcher, she participated in more than ten horizontal and vertical projects such as the National Natural Science Foundation, the National Social Science Planning project and the Chongqing Education Commission.
She has published more than 10 papers in SCI, CSSCI and EI journals and important International academic conferences such as International Journal of Engineering Education and Audio-Visual Education Research.
Research Interest
Educational technology, English teaching methodology, educational technology integrated into language teaching
Editor
Work Details
Associate Professor
Guangxi Polytechnic of Construction
School of Humanities
China
Contribution by Topic Area
Why Publish with us?
- Global Visibility – Indexed in major databases
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- Multidisciplinary Scope – Biology, Medicine and Engineering
- Editorial Board Excellence – Global experts involved
- University Library Indexing – Via OCLC
- Permanent Archiving – CrossRef DOI
- Affordable APCs with discounts
- High Citation Potential
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Which articles are now trending?
Research Articles
- Efficacy of Alternative Insecticides against Dusky Cotton Bug (Oxycarenus laetus) to Improve Yield Losses in Cotton Crops through Residue-based Bioassay
- Methodology of the Professional-Business Game for the Development of a Cadet Leader in Professional Training Courses (L-1B) of the Tactical Level of Military Education
- Sorption-based Spectrophotometric Assay for Lead(II) with Immobilized Azo Ligand
- Analysis of the State of Moisture Control to Ensure and Regulate the Quality of Grain and Grain Products
- LC-MS and HPLC-UV for Detecting Uremic Toxins: Two Validated Methods with Simultaneous Sensitivity and Specificity Evaluation
- Communication Training at Medical School: A Quantitative Analysis
