OJSS CrossRef XML Export Plugin XML Validation error when depositing articles

Here is the error file that comes up when I try to deposit articles:

Validation errors:
Opening and ending tag mismatch: hr line 26 and body

Opening and ending tag mismatch: body line 1 and html

Premature end of data in tag html line 1

Invalid XML:

<?xml version="1.0" encoding="utf-8"?>
<doi_batch xmlns="http://www.crossref.org/schema/4.3.6" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:jats="http://www.ncbi.nlm.nih.gov/JATS1" xmlns:ai="http://www.crossref.org/AccessIndicators.xsd" version="4.3.6" xsi:schemaLocation="http://www.crossref.org/schema/4.3.6 https://www.crossref.org/schemas/crossref4.3.6.xsd">
      <depositor_name>Equinox Publishing Ltd.</depositor_name>
    <registrant>Equinox Publishing Ltd.</registrant>
        <full_title>Researching and Teaching Chinese as a Foreign Language</full_title>
        <issn media_type="electronic">2053-1796</issn>
        <issn media_type="print">2053-1788</issn>
        <publication_date media_type="online">
      <journal_article xmlns:jats="http://www.ncbi.nlm.nih.gov/JATS1" publication_type="full_text" metadata_distribution_opts="any">
          <title>Effects of delaying character instruction in a Chinese as a foreign language classroom on affective outcomes</title>
          <person_name contributor_role="author" sequence="first">
          <person_name contributor_role="author" sequence="additional">
        <jats:abstract xmlns:jats="http://www.ncbi.nlm.nih.gov/JATS1">
          <jats:p>This study surveyed 58 sixth grade students in four different Chinese as a second language classrooms about their anxiety, self-efficacy and attitudes towards learning Chinese as a foreign language when taught using three different approaches: Pinyin only instruction (POI), character only instruction (COI) and character instruction with Pinyin located above the character (PCI). All participants completed a fivepoint Likert scale battery of 38 affective items and six open-ended questions. Our findings indicate that students in the POI condition reported significantly lower anxiety levels than participants in the COI condition. Our findings suggest that POI has potential benefits for learners in that it lowers anxiety while providing similar levels of motivation as COI and PCI.</jats:p>
        <publication_date media_type="online">
          <collection property="crawler-based">
            <item crawler="iParadigms">
          <collection property="text-mining">
              <resource mime_type="application/pdf">https://journal.equinoxpub.com/RTCFL/article/download/11230/13292</resource>
          <citation key="57753">
            <unstructured_citation>Allen, J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237-251. https://doi.org/10.1111/j.1944-9720.2008.tb03291.x</unstructured_citation>
          <citation key="57754">
            <unstructured_citation>Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191</unstructured_citation>
          <citation key="57755">
            <unstructured_citation>Chung, K. K. (2002). Effective use of Hanyu pinyin and English translations as extra stimulus prompts on learning Chinese characters. Educational Psychology, 22(2), 149-164. https://doi.org/10.1080/01443410120115238</unstructured_citation>
          <citation key="57756">
            <unstructured_citation>Clement, R., Dornyei, Z., &amp; Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x</unstructured_citation>
          <citation key="57757">
            <unstructured_citation>Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed., p. 174). Hillsdale, NJ: Erlbaum.</unstructured_citation>
          <citation key="57758">
            <unstructured_citation>Cohen, J., Miles, J., &amp; Shevlin, M. (2001). Applying regression and correlation: A guide for students and researchers (p. 272). London: Sage.</unstructured_citation>
          <citation key="57759">
            <unstructured_citation>Dörnyei, Z. (1990). Analysis of motivation components in foreign language learning. World Congress of Applied Linguists. Thessaloniki, Greece.</unstructured_citation>
          <citation key="57760">
            <unstructured_citation>Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.1111/j.1540-4781.1994.tb02042.x</unstructured_citation>
          <citation key="57761">
            <unstructured_citation>Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics(21), 43-59. https://doi.org/10.1017/S0267190501000034</unstructured_citation>
          <citation key="57762">
            <unstructured_citation>Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., &amp; Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 74-146). San Francisco, CA: W. H. Freeman.</unstructured_citation>
          <citation key="57763">
            <unstructured_citation>Everson, M. E. (1988). Speed and comprehension in reading Chinese: Romanizaiton vs. characters. Journal of Chinese Language Teachers Association, 23(2), 1-15.</unstructured_citation>
          <citation key="57764">
            <unstructured_citation>Everson, M. E. (1994). Toward a process view of teaching reading in the second language Chinese curriculum. Theory into Practice, 33(1), 4-9. https://doi.org/10.1080/00405849409543608</unstructured_citation>
          <citation key="57765">
            <unstructured_citation>Fan, K. Y., Gao, J. Y., &amp; Ao, X. P. (1984). Pronunciation principles of the Chinese character and alphabetic writing scripts. Chinese Character Reform, 3, 23-37. (In Chinese)</unstructured_citation>
          <citation key="57766">
            <unstructured_citation>Feldman, L. B., &amp; Siok, W. W. (1999). Semantic radicals in phonetic compounds: Implications for visual character recognition in Chinese. In J. Wang, A. W. Inhoff, H.-C. Chen, J. Wang, A. W. Inhoff, &amp; H.-C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 19-35). Mahwah, New Jersey: Lawrence Eurlbaum Associates.</unstructured_citation>
          <citation key="57767">
            <unstructured_citation>Gardner, R. C., &amp; Smythe, P. C. (1981). On the development of the attitude/motivation test battery. Canadian Modern Language Review, 37(3), 510-525. https://doi.org/10.3138/cmlr.37.3.510</unstructured_citation>
          <citation key="57768">
            <unstructured_citation>Horwitz, E. K., Horwitz, M. B., &amp; Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x</unstructured_citation>
          <citation key="57769">
            <unstructured_citation>Jian Dong, W., &amp; Soransataporn, S. (2012). A study of self-efficacy of Chinese students in English study. PSAKU International Journal of Interdisciplinary Research, 1(1), 1-18.</unstructured_citation>
          <citation key="57770">
            <unstructured_citation>Jordan, D. (1971). Guide to Romanization of Chinese. Taipei: Mei Ya Publications Inc.</unstructured_citation>
          <citation key="57771">
            <unstructured_citation>Kleinginna, P., Jr., &amp; Kleinginna A. (1981). A categorized list of motivation definitions, with suggestions for a consensual definition. Motivation and Emotion, 5, 263-291. https://doi.org/10.1007/BF00993889</unstructured_citation>
          <citation key="57772">
            <unstructured_citation>Knell, E., &amp; West, H. I. N. (2017). To Delay or Not to Delay: The Timing of Chinese Character Instruction for Secondary Learners. Foreign Language Annals, 50(3), 519-532. https://doi.org/10.1111/flan.12281</unstructured_citation>
          <citation key="57773">
            <unstructured_citation>Krashen, S. (2017). Early vs. Delayed Introduction of Chinese Characters in Beginning Mandarin Classes: Is the “Early Advantage” Due to More Instructional Hours?. Foreign Language Annals, 50(4), 829-830. https://doi.org/10.1111/flan.12307</unstructured_citation>
          <citation key="57774">
            <unstructured_citation>Lee, C. H. &amp; Kalyuga, S. (2011). Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Langauge Learning, 61(4), 1099-1118. https://doi.org/10.1111/j.1467-9922.2011.00666.x</unstructured_citation>
          <citation key="57775">
            <unstructured_citation>Lightbown, P. M., &amp; Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.</unstructured_citation>
          <citation key="57776">
            <unstructured_citation>Ling, V. (2005, August). Studies on L2 acquisition of the Chinese script published in America. Paper presented at the International and Interdisciplinary Conference, University of Mainz in Germersheim, Germany.</unstructured_citation>
          <citation key="57777">
            <unstructured_citation>Liu, I. (1983). The learning of characters: A conceptual approach. Journal of the Chinese Language Teachers Association, 18(2), 65-76.</unstructured_citation>
          <citation key="57778">
            <unstructured_citation>Ma, Y., &amp; Li, X. (2007). Easy steps to Chinese. Beijing: Bejining Language and Culture University Press.</unstructured_citation>
          <citation key="57779">
            <unstructured_citation>MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Language Journal, 79(1), 90-99. https://doi.org/10.1111/j.1540-4781.1995.tb05418.x</unstructured_citation>
          <citation key="57780">
            <unstructured_citation>Packard, J. L. (1990). Effects of time lag in the introduction of characters into the Chinese language curriculum. The Modern Language Journal, 74(2), 167-175. https://doi.org/10.1111/j.1540-4781.1990.tb02562.x</unstructured_citation>
          <citation key="57781">
            <unstructured_citation>Author (2015). Three approaches to beginning Chinese instruction and their effects on oral development and character recognition. Eurasian Journal of Applied Linguistics, 1(1), 59-75.</unstructured_citation>
          <citation key="57782">
            <unstructured_citation>Ray, B. &amp; Seely, C. (2012). Fluency through TPR storytelling: Achieving real language acquisition in school. Command Performance Language Institute</unstructured_citation>
          <citation key="57783">
            <unstructured_citation>Raoofi, S., Tan, B.H. and Chan, S.H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73. https://doi.org/10.5539/elt.v5n11p60</unstructured_citation>
          <citation key="57784">
            <unstructured_citation>Shen, H. H. (2005). Linguistic complexity and beginning-level L2 Chinese reading. Journal Chinese Language Teachers Association, 40(3), 1.</unstructured_citation>
          <citation key="57785">
            <unstructured_citation>VanPatten, B., &amp; Williams, J. (2015). Theories in second language acquisition: An introduction (2nd ed.). New York: Taylor &amp; Francis Group.</unstructured_citation>
          <citation key="57786">
            <unstructured_citation>Walker, G. (1984). "Literacy" and "reading" in a Chinese language program. Journal of the Chinese Language Teachers Association, 19(1), 67-84.</unstructured_citation>
          <citation key="57787">
            <unstructured_citation>Wang, H., Chang, B. R., Li, Y. S., Lin, L. H., Liu, J., &amp; Sun, Y. L. (1986). Xiandai Hanyu Pinlu Cidian [Dictionary of the frequency of vocabulary in modern Chinese], Beijing, China: Beijing Language Institute Press.</unstructured_citation>
          <citation key="57788">
            <unstructured_citation>Ye, L. (2013). Shall we delay teaching characters in teaching Chinese as a foreign language? Foreign Language Annals, 46(4), 610-627. https://doi.org/10.1111/flan.12049</unstructured_citation>
          <citation key="57789">
            <unstructured_citation>Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x</unstructured_citation>
          <citation key="57790">
            <unstructured_citation>Zhao, A., Guo, Y., &amp; Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778. https://doi.org/10.1111/j.1540-4781.2013.12032.x</unstructured_citation>

Could not convert selected objects.

Hey @Jesse_Coats,

I did a quick run of this metadata on the Crossref Metadata Parser and it came out with no errors.


How are you submitting these? Is it through the plugin or are you doing manual submission?

Mike Nason

Through the plugin. I ran it through the Valarie myself and it worked, just not in the deposit.